By: Dr. Firdous Ahmad Malik
It is commonly acknowledged that education is a key resource for both individuals and societies. Indeed, in most countries, basic education is regarded not only as a right but also as a responsibility; governments are frequently expected to ensure access to basic education, and citizens are frequently required by law to attain a certain level of basic education. This article begins with an overview of long-term variations in education outcomes and outputs across the globe, concentrating on both quantity and quality indicators of education attainment. This is followed by an analysis of the existing information on the causes and effects of education. From a historical standpoint, the world has experienced a tremendous expansion of education in the past two centuries. This is true for all quantity measurements.
Global literacy rates have risen over the past two centuries, primarily as a result of increased enrolment in elementary schools. Secondary and tertiary education have also increased dramatically, with the global average number of years spent in school being significantly more than it was a century ago. Despite these global advancements, certain nations have lagged behind, particularly in sub-Saharan Africa, where there are still countries with young literacy rates below 50%. Data on the production of education indicates that schooling is generally sponsored by public funds worldwide, despite a considerable variety between nations and world areas. Because differences in national education spending do not adequately explain cross-country differences in learning outcomes, the data show that generic policies that increase spending on standard inputs, such as the number of teachers, are unlikely to improve education outcomes. In terms of educational outcomes, a growing body of empirical evidence suggests that a better education leads to higher individual income and contributes to the development of social capital and long-term economic growth.
In this context, the Union territory of Jammu and Kashmir has a literacy rate of 67.17 percent and the second-highest unemployment rate in the country, at 32.8 percent. As we all know, J&K, a politically unstable state, has always suffered greatly in every sector, but education has suffered greatly owing to article 370 lockdown, internet shutdown, and the recent global pandemic. Political instabilities result in job shortages and a variety of recruitment frauds. announcement of job openings, administration of written tests, medical examinations at various levels, and postponement of the interview process, followed by the elimination of the positions for whatever reason.
Since 2014, there has been no recruitment in higher education. Over the past few years, erroneous policies such as fully promoting teachers to higher levels and halting new recruitment have caused unemployment issues. In addition, college-level contract recruitment does not adhere to UGC regulations regarding the weighting of educational degrees. The government and bureaucracy are playing with the educated youth who are waiting with their degrees in hand for recruitment. Unfortunately, policymakers and bureaucrats are ignoring UGC policy and coming up with a scale that not only discourages students in higher education but also poses a risk of depression and increases their anxiety. It appears that policymakers and the government of the Jammu and Kashmir union territory intend to dissuade students from pursuing higher education and exacerbate illiteracy, poverty, and inequality. Because if students think that advanced degrees are useless, they will not bother to get them, and the results will be the opposite of what you want.
Now the question comes as to why they implemented such an awful policy. Who will speak up against it? Students in Kashmir are frightened of protests as a result of the UAPA’s blind law repercussions, but Jammu university students are enforcing protections. Government parties remain mute as well. The educated youth of Jammu and Kashmir is extremely troubled. Are there any policymakers with a doctoral degree? I raised this question because they are not aware of the struggle of a Ph.D. student while earning such a big degree. If this foolish strategy is not discarded, there will be little interest in attaining higher education, especially a Ph.D., as the motivational definition includes the words passion, hard work, and dedication.
The writer is an Economist, Senior Research Associate Jindal Center for Global South.
malikfirdouscrc@gmail.com
