Why has Education Taken a Hit in Kashmir?

By Tehreer

As Jammu and Kashmir grapples with an alarming dropout rate of 25.33% at the secondary level—above the national average—districts like Anantnag (46.61%) and Budgam (43.18%) paint a bleak picture of educational disengagement. The universities, once bastions of academic excellence, now languish at the bottom of national rankings, their infrastructure and resources woefully inadequate. A 2020 report revealed that only 20% of these institutions have digital classrooms, a mere 15% possess functional laboratories, and just 10% have digital libraries. These staggering numbers illustrate the systemic neglect of the region’s education sector, where chronic underfunding, outdated curricula, and socio-economic factors threaten to undermine the future of the generations to come.

Underfunding and Infrastructure Deficits: A Barrier to Competency

The chronic underfunding of Jammu and Kashmir’s higher education system has debilitating consequences. With only ₹2,432 crores allocated to education in 2020-21—a mere 2.3% of the state budget—institutions are left grappling with outdated infrastructure and inadequate resources. In stark contrast, states like Karnataka and Tamil Nadu allocate 4.2% and 4.5% of their budgets, respectively. The impact of the underfunding is glaring: crumbling classrooms, ill-equipped laboratories, and a glaring absence of digital learning resources. Such deficiencies hinder meaningful learning and limit students’ exposure to modern educational practices. In remote districts, schools and colleges face additional challenges like frequent power cuts and inadequate internet connectivity, making digital learning nearly impossible. With no robust infrastructure for research and innovation, students in Jammu and Kashmir are often disadvantaged compared to their peers in other states, reducing their competitiveness in national and international academic arenas.

The Erosion of Creative Learning

The psychological burden has exacerbated the whole mental outlook. In an environment dominated by competition, creativity has taken a backseat. Social media amplifies this stress, compelling students to chase fleeting online trends instead of pursuing meaningful academic goals. A 2020 report by Commonwealth Educational Media Centre for Asia (CEMCA) found that 67% of students in the region believed social media platforms like Instagram and TikTok interfered with their academic responsibilities.Creativity fuels advancements in technology, literature, arts, and social innovation, making it essential for holistic societal development.The decline in creative learning is not just a problem for individual students but a societal concern as well. Without nurturing creativity, problem-solving skills, and innovative thinking, the region risks falling behind in a rapidly changing world that increasingly values these attributes.

Economic Instability and the Education-Employment Gap

Jammu and Kashmir’s staggering unemployment rate of 23.1%—with young women facing a shocking 48%—creates a bleak scenario for students. Economic insecurity often forces them to abandon education in favor of immediate, precarious employment opportunities. For many rural and economically marginalized students, supporting their families becomes a priority, making higher education seem irrelevant.This economic disconnect is further exacerbated by the growing obsession with coding boot camps and certificate courses. Driven by the fear of missing out (FOMO), students pursue multiple short-term skills without mastering any. The fragmented knowledge they acquire makes them less competitive in the job market, both within and outside the region. Most educational institutions in Jammu and Kashmir offer theoretical knowledge with limited opportunities for practical application. As a result, students graduate with degrees that fail to match the demands of contemporary job markets.

Outdated Curriculum and Pedagogical Methods

A significant yet often overlooked challenge is the outdated curriculum and traditional pedagogical methods prevalent in Jammu and Kashmir’s higher education institutions. Despite rapid technological advancements and evolving global job market demands, nearly 40% of courses in the region have not been updated for over a decade, according to a 2023 report by the Jammu and Kashmir Higher Education Council.This disconnect leaves students ill-prepared for contemporary careers, as rote learning takes precedence over critical thinking and problem-solving. The emphasis on rote learning stifles creativity and critical thinking, leaving students ill-prepared for modern careers that require problem-solving skills and adaptability. Teaching methods remain largely lecture-based, with minimal use of digital tools, interactive learning modules, or experiential teaching approaches. The absence of project-based learning further limits students’ ability to apply theoretical knowledge to real-world scenarios. This not only hampers their employability but also contributes to the brain drain, as talented students seek better educational and career opportunities outside the region.

Reviving the Lost Virtue of Learning: The Way Forward

Reversing the decline in Jammu and Kashmir’s higher education system requires a multi-pronged approach.Firstly, increased investment can serve as a catalyst. Additionally, public-private partnerships (PPPs) should be leveraged to modernize infrastructure, establish research centers, and set up digital learning hubs. Encouraging corporates to adopt educational institutions through the Corporate Social Responsibility (CSR) framework can provide long-term financial stability and bring expertise-driven improvements to education delivery.

Addressing the funding deficit requires urgent intervention. One solution lies in adopting community-driven models like Rajasthan’s “Adarsh Vidyalaya” initiative, which encourages local businesses, NGOs, and alumni associations to contribute resources and funds. The government can incentivize these contributions by offering matching grants, thereby fostering a collaborative ecosystem to improve educational infrastructure and reduce financial dependency on state resources.

To counter the negative influence of social media, integrating digital literacy and responsible social media use into educational curricula is essential. The European Union’s Digital Competence Framework offers a practical model for fostering balanced online habits. Incorporating such modules in teacher training and student programs can reduce distractions and promote healthier learning.

Additionally, schools must offer counseling services focused on mental health and stress management. Workshops on creative thinking and mindfulness, along with community-led initiatives involving parents, teachers, and counselors, can foster holistic and engaging learning environments.Solving the employment education gap requires vocational training and strong industry-academia ties. Career counseling services and financial incentives for companies hiring local graduates can boost employment. Additionally, university incubation centers can foster entrepreneurship and reduce reliance on traditional jobs.

Modernizing the curriculum in line with UGC guidelines and adopting innovative teaching methods are imperative. Encouraging project-based learning and industry collaborations, as demonstrated by Australia’s STEM Education Strategy, can re-engage students.Institutions should form curriculum revision committees comprising academics, industry experts, and student representatives. These committees can ensure that the curriculum remains dynamic and aligned with global trends. Additionally, incorporating experiential learning through simulations, case studies, and fieldwork can make education more engaging and practical.

It needs strong determination from the state government and policymakers to make necessary changes at the right time to stop this growing exodus of students from classrooms.

*Report prepared by: Falak, Saifullah Bashir , Rifat Mir, Nawreen Rafiqi, Irene Keen, Adeeba Amin, Afreena and Musaib, Maleeha Shafii. Research cell of the Department of Political Science, University of Kashmir

• Views expressed in the article are the author’s own and do not necessarily represent the editorial stance of Kashmir Observer

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