When Degrees Don't Guarantee a Job
The idea of writing this piece struck me when a 6th grade student posed a question: "What is the point of attaining higher education if, even after earning a Masters degree, one fails to get a job and instead opts for a business venture?" He substantiated his argument by referencing his elder brother, who, after completing his master's degree, started a poultry farm.
Initially surprised by his question, I soon realized that he had a valid point. It was clear he was suggesting that starting a business does not require advanced degrees or specialized knowledge. His argument prompted me to reflect on the disparities in education and job opportunities. He seemed to be questioning why one should invest significant time in higher education when the job market, especially in our part of the world, has shrunk dramatically.
His single question pricked many bubbles, including the notion that higher education guarantees a job. It highlighted how, in our society, individuals with higher degrees who remain unemployed are often viewed differently. This perception can lead to pessimism, particularly among students in the midst of their academic careers. They might see an overqualified individual struggling to find employment and wonder about their own future prospect.
Now, let’s dissect the escalating job crisis in Kashmir and its impact on the region's educational system. The education system in Kashmir has faced numerous challenges over the years. This job crisis not only sends a negative signal to those aspiring for higher education but also demoralizes school-going children, making them lose interest in quality education.
We must contextualize this issue within the broader socio-economic landscape. Currently, children, even at a young age, are seeking ways to earn money alongside their education. This is driven by several factors, including the lure of online betting games. Additionally, students feel pressured to compete with their classmates, friends, and relatives on multiple fronts, which detracts from their focus on education.
Another significant issue is the growing disinterest among students towards quality education. This disinterest is fueled by the observation that even highly educated individuals, with multiple degrees, struggle to secure timely employment. This reality diminishes their curiosity and motivation for better education. Moreover, the policies of the Jammu and Kashmir Services Selection Board (JKSSB) are deeply flawed and outdated.
The JKSSB often sets the qualification level for job applications at plain graduation, ignoring the academic achievements of those with higher degrees such as post-graduation, B.Ed or M.Ed. Instead of valuing these advanced qualifications, the board gives complete weightage to a two-hour screening exam. This discourages students from pursuing further academic degrees, as they perceive graduation to be more critical for job prospects.
The lack of recruitment for higher education posts, coupled with the fact that scores of people with multiple degree holders are either unemployed or working as non-government teachers, creates a sense of disillusionment. This situation is like an uneasy calm, likened to a volcano waiting to erupt.
Additionally, the other side of the story is that there are many more issues affecting the youth of Kashmir. Innocent children are pressured by societal norms to achieve the highest scores among peers, causing poor parents to be brutally exploited by tuition centers. These parents want to see their children succeed, but elite-class students have advantages, attending high-paid private institutions and tuition classes to get the highest marks.
For our society surprisingly, marks are the ultimate achievement, leading to a decline in moral values. Simultaneously, the less privileged parents also enroll their kids in these elite tuition centers, further succumbing to the growing social pressure.
Of late, I have noticed that a section of students today are missing values that were prominent in traditional education. In the traditional system, the teacher held an unquestionable authority, and students not only absorbed academic knowledge but also held deep respect for their teachers. In contrast, modern education has enabled students to ignore school teachers by relying on alternative resources like YouTube.
This has inadvertently instilled a belief that disregarding teachers is inconsequential, as they can still achieve success.
Last but not least, let’s critically examine the longstanding debate between government schools and private schools, particularly focusing on the roles of government teachers versus private teachers. Historically, there was a divide between rural and urban populations in the Kashmir valley (shahar vs gaam).
Today, the debate has shifted to the comparison between private and government teachers. While contextualizing the discourse, Syed Rizwan Geelani's write-up in Greater Kashmir (December 6, 2020) demystified the fact that government teachers often lack confidence in their own sector. They are skeptical of the competence of their peers and, paradoxically, enroll their children in private schools.
This is ironic: while some government teachers view private school teachers as a lesser-class without the benefits of government perks and privileges, they still choose private education for their own children led by these less-privileged private teachers. This contradiction illustrates an irony that has become an accepted norm in our part of the world.
Munnes Muneer Shah, an alumnus of Aligarh Muslim University!
By: Munnes Muneer Shah
