On Post Graduate Education

I had the opportunity to read the insightful article titled “Postgraduate Education in Kashmir: Failure and the Future” in Greater Kashmir. As an undergraduate student currently pursuing my studies in the valley, I felt compelled to share a few thoughts and experiences from a student’s perspective, particularly regarding the undergraduate system that directly shapes the postgraduate potential the article has so perceptively discussed.

At the undergraduate level, the state of education is, unfortunately, deteriorating at a noticeable pace. Many students enrolled in colleges across Kashmir seldom think about pursuing higher education, not because of a lack of interest or ambition, but largely because of the structural and academic challenges they encounter during their undergraduate years. Having personally experienced this system, I find it important to shed light on a few pressing issues that need serious academic and administrative reflection.

In colleges, students are required to opt for at least six subjects, two main (major and minor) and four additional ones. On paper, this multidisciplinary approach sounds progressive; it aims to broaden a student’s knowledge base beyond a single field of study. For instance, a literature student is also expected to learn about environmental science or physical education. However, the problem lies not in the idea but in its implementation. Often, there are either no qualified teachers available for certain subjects, or the classes clash in timing, making it nearly impossible for students to attend all. As a result, instead of enriching the learning experience, the policy ends up overwhelming students, leaving them unable to focus effectively on their core subjects.

Not every student has the capacity or resources to self-manage six subjects simultaneously, especially when guidance and mentorship, the true backbone of education, are lacking. The additional subjects, though introduced with a good intention, have become a formality in many institutions due to poor planning and inadequate staffing. In one of my class discussions, when I asked my peers whether they found it difficult to manage the four additional subjects alongside the two main ones, every student who responded expressed the same concern, that this structure leaves them academically drained and emotionally detached from their studies.

This issue is not merely about workload but about misplaced priorities. When students are expected to study subjects unrelated to their chosen fields without adequate teaching support, they gradually lose motivation. The result is visible in declining classroom attendance, low academic engagement, and an increasing number of students reconsidering their plans for higher education. Personally, I can attest that the enthusiasm I had during my first semester has waned significantly, not because I have lost interest in learning, but because the system seems to demand more formality than genuine intellectual growth.

If the National Education Policy (NEP) and related frameworks aim to create “all-rounders,” then equal emphasis must be placed on strengthening the foundation: by appointing qualified teachers, ensuring proper academic coordination, and allowing some flexibility for students to choose additional subjects relevant to their primary areas of interest. Without these improvements, the vision of producing holistic learners will remain theoretical, and the downward trend in student engagement will continue.

Prof. Gull Wani’s article accurately points out that postgraduate education cannot thrive without addressing the underlying issues in the undergraduate structure. I deeply appreciate his efforts in initiating this important conversation. As a student, I firmly believe that educational reform must begin at the base, ensuring that undergraduate students are equipped, motivated, and guided well enough to see value in advancing to the next level.

Thank you, sir for your time and for shedding light on such a crucial subject. I hope our collective efforts, from teachers, administrators, and students alike, will eventually bring about the meaningful reform our education system so urgently needs.