When scholars with advanced degrees are forced to compete for basic jobs, it signals a failure of both policy and planning. Alternative career pathways must be developed—policy research, data analysis, think tanks, industry collaborations, and entrepreneurship among scholars. Respect for academic achievement must be reflected not just in words, but in tangible opportunities.
Shariq Nabi Wani
Higher education in Kashmir is facing a deep and complex crisis, one that is not rooted in lack of talent or academic ambition, but in the shrinking space for meaningful employment. Over the past decade, the region has witnessed a steady rise in the number of students pursuing advanced degrees, Master’s, MPhil., PhD, and qualifying prestigious credentials such as NET, JRF, and SET. Yet, this growth in academic excellence has not been matched by a corresponding expansion in job opportunities. The result is a troubling imbalance that threatens to erode the very foundation of higher education.
At the centre of this issue lies a stark contradiction. On one hand, government agencies continue to advertise and fill a significant number of posts at the graduate and undergraduate levels. On the other hand, those who have invested years, often a decade or more, into higher education find themselves sidelined. The recruitment system, as it currently operates, appears to favour general-level qualifications over specialised academic expertise. This has created a perception among scholars that their efforts are undervalued and, in many cases, rendered meaningless.
The psychological and economic consequences of this mismatch are severe. Scholars who have cleared competitive examinations like NET or secured JRF fellowships are expected to contribute to academia, research, and innovation. However, in the absence of stable teaching or research positions, many are left with limited options. Some resort to temporary or contractual roles with little job security, while others prepare for exams conducted by bodies such as the Jammu and Kashmir Services Selection Board, which primarily target lower-level administrative or clerical posts. This shift is not just a career compromise; it represents a systemic failure.
The growing trend of highly qualified individuals competing for jobs meant for graduates signals a deeper structural problem. It reflects a lack of vertical mobility within the employment system. Ideally, higher qualifications should open doors to specialised roles in universities, research institutions, and policy-making bodies. Instead, the current scenario pushes scholars downward, forcing them into roles that neither utilise their expertise nor justify their years of academic investment. This phenomenon, often referred to as “overqualification,” is not just inefficient; it is demoralising.
Another dimension of the crisis is the weakening of academic motivation among students. Observing the struggles of PhD holders and researchers, many young students are reconsidering their educational paths. Rather than pursuing higher studies, they are increasingly focusing on securing a job as early as possible. Exams conducted by agencies like the Jammu and Kashmir Public Service Commission or JKSSB have become the primary goal, even for those who might otherwise have aspired to academic or research careers. This shift undermines the long-term intellectual growth of the region.
The impact on research and innovation is equally concerning. Higher education is not just about degrees; it is about generating knowledge, solving local problems, and contributing to global academic discourse. When scholars are forced to abandon research due to a lack of opportunities, the entire ecosystem suffers. Universities struggle to retain talent, research output declines, and the region risks falling behind in areas that require intellectual leadership.
Financial insecurity further compounds the problem. Many scholars rely on fellowships during their studies, but these are temporary by nature. Once the fellowship period ends, the absence of stable employment creates a sudden vacuum. Without adequate support systems, scholars often find themselves in precarious situations, sometimes even dependent on their families despite years of education. The phrase “scholars are becoming beggars” may sound harsh, but it captures the frustration and helplessness felt by many in this situation.
It is also important to examine the policy framework governing recruitment. The limited number of academic posts and delays in recruitment processes have contributed to the crisis. While the government may argue that it is creating jobs, the nature and distribution of these jobs do not align with the qualifications of the workforce being produced. There is a clear disconnect between the education system and the employment market.
Addressing this issue requires a multi-pronged approach. First, there must be a significant increase in academic and research positions within universities and colleges. This includes not only permanent faculty roles but also well-structured postdoctoral opportunities that provide both financial stability and career progression. Second, recruitment policies need to be re-evaluated to ensure that higher qualifications are appropriately recognised and rewarded. Third, there should be greater investment in research infrastructure, enabling scholars to contribute meaningfully to society.
Moreover, alternative career pathways for highly educated individuals must be developed. This could include roles in policy research, data analysis, think tanks, and industry collaborations. Encouraging entrepreneurship and innovation among scholars is another avenue that can help absorb the growing pool of talent. However, these solutions require coordinated efforts from government, academic institutions, and the private sector.
The role of society cannot be ignored either. There is a need to shift the narrative around education and employment. Success should not be measured solely by securing a government job. At the same time, the system must ensure that those who pursue higher education are not left without viable career options. Respect for academic achievement must be reflected not just in words, but in tangible opportunities.
In conclusion, the collapse of higher education in Kashmir is not an isolated issue; it is a symptom of a broader systemic imbalance. When scholars with advanced degrees are forced to compete for basic jobs, it signals a failure of both policy and planning. If this trend continues, it risks creating a generation that is disillusioned with education itself. Reversing this decline will require bold reforms, sustained investment, and a genuine commitment to aligning education with employment. Only then can higher education in Kashmir regain its purpose and promise. To sum up with Allama Iqbal’s couplet:
Jis Khait Se Dehqan Ko Mayassar Nahin Rozi
Uss Khait Ke Har Khausha-e-Gandum Ko Jala Do
(Find the field whose harvest is no peasant’s daily bread—
Garner in the furnace every ripening ear of wheat!)
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