Misaligned teaching assignments and bureaucratic failures leave lasting impacts

Jammu and Kashmir’s education system tells a starkly contrasting story. An irrational and illogical approach to education is leaving a lasting impact on the students and teachers of the region. In J&K, it is not uncommon to find teachers with degrees in one subject being compelled to teach entirely different subjects. For instance, a teacher specialized in chemistry might be assigned to teach geography, or an English literature graduate could find themselves teaching education. This misalignment is not a mere administrative oversight but a systemic issue that undermines the quality of education delivered to students.
Teachers, despite their best efforts, struggle to effectively teach subjects in which they lack expertise. This results in a shallow understanding of the subject matter among students, who are deprived of the depth and breadth of knowledge that a specialized teacher could provide. The lack of specialized instruction not only hampers academic performance but also diminishes students’ interest and engagement in the subject.
The consequences of this irrational system are far-reaching for the students of Jammu and Kashmir. When students are taught by non-specialized teachers, the quality of education inevitably suffers. The absence of in-depth knowledge and pedagogical skills specific to a subject leads to a rote learning culture, where students memorize facts without understanding the underlying concepts. It is important to note here that it is mostly the underprivileged students who bear the brunt of this illogical teaching culture. With limited access to resources and support outside the classroom, these students find themselves at a significant disadvantage compared to their more affluent counterparts. In contrast, the wealthy elite has access to a plethora of private educational resources, including well-reputed coaching centres staffed by specialized instructors. Here, students receive personalized attention and tailored instruction, ensuring their academic success and paving the way for future opportunities. This stark disparity in educational access perpetuates cycles of privilege and disadvantage, further entrenching societal inequalities.
This approach stifles critical thinking and analytical skills, which are crucial for academic and personal development. Moreover, students miss out on the inspiration and mentorship that a passionate and knowledgeable teacher can provide. The long-term effects are evident in the region’s academic performance metrics, with students from Jammu and Kashmir often lagging behind their peers in other parts of India.
While non-specialized teachers struggle in classrooms, a significant number of highly qualified and specialized teachers remain unemployed or underemployed at home. These teachers, who have spent years honing their expertise in specific subjects, find themselves sidelined by an education system that fails to utilize their skills.
The reasons for this mismatch are multifaceted. Bureaucratic inefficiencies, lack of transparent recruitment processes, and political interference often lead to a situation where merit and qualifications take a backseat. As a result, the region’s rich pool of academic talent is wasted, with qualified teachers unable to contribute to the education system or the broader intellectual landscape of Jammu and Kashmir.
The government of Jammu and Kashmir has been largely ineffective in addressing these systemic issues within the education sector. Despite numerous policy announcements and reforms on paper, the ground reality remains unchanged. The education department has failed to implement a coherent strategy to ensure that teachers are assigned to subjects that match their qualifications and expertise.
Furthermore, the recruitment process for teachers is riddled with delays and irregularities. Many teaching positions remain vacant for extended periods, exacerbating the shortage of specialized teachers in schools. The lack of accountability and transparency within the education department has eroded public trust and left students and teachers in a perpetual state of uncertainty. Recent reports indicate that the contractual tenure for Cluster Resource Coordinators (CRCs) in Jammu and Kashmir was limited to a duration of six months. These educators, classified as contractual teachers, undergo a two-month verification process and subsequently serve in schools for approximately three months before the commencement of the winter vacation period. Despite possessing commendable qualifications, these highly proficient resources find themselves engaged in alternative pursuits instead of being actively involved in educational institutions.
In the heart-wrenching saga of Kashmir’s education system, the past seven years have been marked by an agonizing silence – a silence that echoes the absence of teacher recruitment, the absence of school lecturer recruitment. What kind of nightmare is this unfolding in Kashmir? A nightmare where a plethora of government teachers, lacking even the most basic qualifications, occupy classrooms while highly qualified candidates with PhDs, NET, JRF, and BEd credentials wander aimlessly, their dreams dashed against the rocks of bureaucratic indifference.
This is not just a matter of oversight; it is a travesty, an injustice that cuts deep into the souls of the highly qualified youth of Kashmir. Their aspirations, their hopes, and their very futures are sacrificed at the altar of incompetence and apathy. For years, they have been denied the opportunity to contribute to their society, their talents squandered, their potential untapped.
In the face of such oppression and tyranny, it is no wonder that despair lurks in the shadows and that thoughts of suicide and other pessimistic options weigh heavy on their minds. How can we stand idly by and watch as the brightest minds of our generation are driven to such depths of despair? How can we allow a system so riddled with injustice to continue unchecked?
It is time for change. It is time for accountability. It is time for Kashmir’s education system to reflect the aspirations of its people, and to provide opportunities for all, regardless of background or circumstance. Only then can we hope to stem the tide of despair and usher in a brighter tomorrow for the youth of Kashmir.
The writer can be reached at [email protected]

Azhar U Din