Postgraduate Education in Kashmir: Failure and the Future

Speaking at a Higher Education Conclave held in Srinagar on October 24, 2025, the Lieutenant Governor, Mr. Manoj Sinha, stated that “our higher education institutions have embraced interdisciplinary and project-based learning to break the barriers between the academic and the real world.” So far, so good. However, this vision can be realized more effectively if we critically reflect on the state of postgraduate education in our colleges and universities. Only then can the journey toward educational reform become meaningful.

The state spends a substantial amount on postgraduate (PG) education, yet the outcomes in terms of knowledge creation, employment, skill development, research training, and even the socialization of students remain woefully inadequate. The key question, therefore, is: Do we need postgraduate programmes in their present form? Consistently low enrolment figures and the lack of intrinsic motivation among students to pursue master’s degrees are causes for serious concern.

Present Status

Arvind Mayaram, Chairperson of the Institute of Development Studies, Jaipur, aptly describes postgraduate education in India as “overfunded but underperforming.” He advocates a rebalancing of priorities, emphasizing greater investment in school education and high-quality undergraduate (UG) programmes—areas that, in the current context, are gaining renewed importance. For most jobs and professions, including the civil services, undergraduate education is generally sufficient. Employers and industry experts often note that UG education can be effective when supplemented with practical skills and field exposure relevant to a dynamic economy. Postgraduate education, in contrast, does not significantly enhance employability, and many students perceive no clear path forward in a world of growing joblessness. Parents often send their children to pursue PG degrees merely to keep them engaged, rather than out of academic interest. When I asked some of my students why they enrolled in a PG programme, few could provide a clear answer—very few were motivated by a genuine love of learning. Even in earlier decades, postgraduate studies were primarily pursued as a means of improving job prospects.

This is not to argue for abolishing PG education altogether. Indeed, some universities have enhanced their PG programmes beyond the monotonous, lecture-based model that stifles creativity and intellectual growth. However, the state must redefine its priorities and address the growing disinterest surrounding postgraduate education. For example, Bangalore University has decided to discontinue all PG courses with fewer than ten enrolments—including those in Molecular Biology, Solid Waste Management, and Disaster Management—for the current academic year. In Jammu and Kashmir, by contrast, some institutions seem to follow a Keynesian model of “digging holes and filling them up.” It is regrettable that subjects such as Mathematics, Physics, and Chemistry are attracting very few students. If this trend continues, one must ask: Why should the state continue investing heavily in PG education that yields minimal returns? According to the Ministry of Education’s Analysis of Budgeted Expenditure on Education (2023), the state spends, on average, about ₹2.5 lakh per postgraduate student—compared to ₹22,000 per child at the primary level and ₹44,000 per student at the senior secondary level.

In a region like Kashmir, with its unique geographic and socioeconomic challenges, the focus should unquestionably be on strengthening foundational education and ensuring its universal accessibility, rather than disproportionately funding postgraduate programmes with limited impact. In today’s world, even if we aim to export labour, it must be of reliable quality.

The Way Forward

The road ahead is not about halting PG education altogether, but about reimagining school and undergraduate education to better align with the needs of socio-economic development. Nearly 80% of our students are enrolled at the undergraduate level, seeking meaningful pathways to the future. Accordingly, we must focus on several key areas.

1. Reimagine School Education

While launching the National Education Policy (NEP) 2020, Prime Minister Narendra Modi asked whether the time had come to move from “what to learn” to “how to learn.” For this transformation to occur, we need competent academic leaders at every level—because extraordinary institutions are built by extraordinary leaders. During my school days, each government school teacher was a missionary and a respected figure in the community. Teachers monitored students closely, followed their academic and professional journeys, and celebrated their achievements.

According to the Unified District Information System for Education Plus Report (2024–25), nearly one lakh schools in India are operating with just a single teacher. In Kendriya Vidyalaya’s and Jawahar Navodaya Vidyalaya’s alone, there are about 12,000 vacant posts. The Parliamentary Committee on Education has also highlighted that this shortfall has severely affected both the faculty–student ratio and the quality of teaching. Experts consistently emphasize that children receiving quality education are four times more likely to earn higher incomes. After the devastation of the Second World War, Japan prioritized primary education as the foundation of its reconstruction aligning theory and practice of education. A recent example from North Chennai is instructive. During the monsoon, a classroom was flooded with waist-deep water. A student remarked, “We know the chapter on floods by heart, but not what to do when the water comes into the classroom.” Environmental science, therefore, must evolve from an academic subject to a living curriculum. Finland, for instance, conducts climate drills alongside fire drills.

Classrooms should become laboratories—even for the humanities and social sciences. In Norway during the 1960s, rural children attended school only three days a week and spent the rest working in fields and villages. These students performed remarkably well, both academically and morally, demonstrating how experiential learning strengthens values and life skills.

2. Revitalize Undergraduate Education

Good education is a skill in itself—and goes far beyond employability. At the recent Higher Education Conclave in Srinagar, Chief Minister Omar Abdullah noted the need to stop opening new colleges, expressing surprise that in some institutions, teachers outnumber students. Under NEP 2020, students with a four-year degree and a minimum CGPA of 7.5 are now eligible to directly pursue a PhD. Therefore, college teachers and administrators must target two primary objectives:

First, to expand the knowledge base of students. The habit of reading good books is declining alarmingly, and this culture must be revived with missionary zeal. We live in an age when information is replacing knowledge as power. To be most informed is not being most knowledgeable. As Maulana Rumi said, “It is not thunder that grows flowers, but rain. Abdullah Ibn Abbas (RA), when asked about the secret of his vast knowledge, attributed it to his inquisitive mind and reflective heart: “I ask myself questions and ponder deeply.” Cardinal Lawrence, in The Film Conclave, remarked: “Let us pray that God grants us a Pope who knows how to doubt.” The motto of Government College Lahore, founded by a Jewish philanthropist, captures this spirit perfectly: “Courage to know.”

Second, we must prepare students for the world of work. Internships—whether with companies, NGOs, or through community outreach—are crucial. Every credit-linked internship should be guided by a faculty mentor, connecting theory with real-world application. Teachers must recognize themselves as facilitators of applied knowledge, encouraging students to apply abstract concepts to practical challenges. Academic rigor deepens when learning becomes experiential. Ultimately, students should graduate not only with degrees but also with portfolios showcasing real-world problem-solving skills—preparing them for a future defined by uncertainty. Automation and artificial intelligence are reshaping the labour landscape. According to reports, Amazon’s robotics division plans to replace over 600,000 jobs with automation. India’s Chief Economic Advisor, V. Anantha Nageswaran, has warned that AI casts a “long shadow of uncertainty” over workers across all skill levels. Elon Musk has even argued for universal basic income as a safety net for those displaced by automation.

My dear friends, the clock is ticking.

Prof. Gull Wani is Kashmir based Political Scientist