The implementation of the National Education Policy (NEP) 2020 was heralded as a transformative moment for India’s education system, promising to bridge gaps and ensure equitable learning opportunities.
Jammu and Kashmir (J&K), the first erstwhile state to implement NEP 2020, was expected to lead by example. However, the realities on the ground starkly contrast with the policy’s ambitious goals. Instead of fostering inclusivity and equal opportunities, higher education in J&K remains marred by systemic disparities—most notably between winter and summer zone colleges.
These disparities create an uneven playing field, perpetuating educational injustice and undermining the very spirit of NEP 2020.
On paper, NEP 2020 aims to restructure the education system by introducing multidisciplinary learning, multiple exit options, skill-based courses, and a student-centric approach. However, a fundamental issue persists: the lack of awareness and orientation among students, especially those in rural and remote areas.
Many colleges, particularly in rural regions, witness students who remain largely unaware of NEP’s framework, including major and minor subject selection, skill courses, and the multidisciplinary approach.
Absence of structured orientation programmes
This ignorance stems from the absence of structured orientation programmes at the higher secondary level. Without adequate guidance, students struggle to navigate the new academic structure effectively. The government must address this disconnect by ensuring comprehensive outreach and orientation initiatives.
One of the most glaring inequalities in J&K’s higher education system is the stark contrast in academic schedules between winter and summer zone colleges. More than ten colleges in Jammu’s winter zone, particularly in regions such as the Chenab Valley, Ramban, and Rajouri, observe an extended winter break of approximately 50 days.
In contrast, summer zone colleges have a significantly shorter break of just 10 days. Despite this vast difference in academic schedules, students from both zones must appear for examinations at the same time, without any syllabus reduction or compensatory academic interventions for winter zone students.
Winter zone students have repeatedly protested against this educational disparity, but their concerns remain largely ignored.
As a result, students from winter zone colleges return from their extended break only to find their counterparts in summer zone institutions have made substantial progress in coursework.
Gaps between summer and winter zone colleges
Faculty members in winter zone colleges also face disruptions due to prolonged academic gaps, leading to rushed and inefficient teaching post-break. How can it be justified that students with such vastly different teaching hours are subjected to the same evaluation criteria? This structural flaw necessitates immediate policy intervention.
In Kashmir colleges, the academic session is completed by 15 July. In 2024, guest faculty was appointed after 31 May, allowing for a structured and predictable academic calendar. This is in stark contrast to the erratic and inconsistent scheduling faced by winter zone students.
The question arises: why is the same consideration not extended to winter zone colleges in the Jammu division? The absence of a uniform academic calendar exacerbates the sense of educational marginalisation among winter zone students.
The lack of compensatory measures—be it in the form of extended semesters, syllabus adjustments, or additional classes—reveals an inherent policy bias. If Kashmir colleges benefit from structured academic timelines, why not winter zone colleges in Jammu? Are these students considered less deserving of academic fairness?
Psychological and Academic Toll
These academic inconsistencies have significant psychological repercussions on students in winter zone colleges. They are burdened with an unrealistic expectation to catch up with their summer zone counterparts in a highly compressed timeframe, leading to undue stress and anxiety.
Many students report feeling disadvantaged, disheartened, and demotivated due to this systemic oversight.
Furthermore, the lack of academic consistency affects their conceptual understanding of subjects. Teachers are often forced to complete the syllabus in a hurried manner, leaving students struggling with insufficient comprehension.
This hampers their academic performance, reduces their competitiveness in national-level examinations, and diminishes their overall educational experience. An education system that imposes such systemic disadvantages on a specific group of students is inherently flawed and requires urgent reforms.
Policy Recommendations
The government must acknowledge and address these disparities with a structured and transparent policy overhaul. The following steps should be taken to ensure educational justice for winter zone students:
Implementation of a Uniform Academic Calendar: The government should establish a synchronised academic calendar that accounts for the climatic and geographical variations of J&K. Either the academic sessions should be adjusted for winter zone colleges, or students should be given additional time to prepare for their exams.
Syllabus Rationalisation for Winter Zone Colleges: A significant syllabus reduction, aligned with the lost academic days due to extended winter breaks, should be implemented. This would allow students to focus on essential topics without the burden of an unrealistic syllabus load.
Special Remedial Classes and Bridge Programmes: The government should introduce remedial classes post-winter break to help students catch up on missed coursework. Universities should facilitate extra teaching hours to bridge the academic gap between winter and summer zone colleges.
Extended Examination Timeline: The examination schedule should be revised to provide additional preparation time for winter zone students, ensuring they are not forced to compete under unfair academic conditions.
Increased Faculty Support and Academic Resources: The state should allocate additional faculty resources, including guest lecturers and online learning modules, to assist students in winter zone colleges. The availability of digital platforms for recorded lectures and interactive learning should be expanded to mitigate academic losses.
Student Counselling and Psychological Support: Recognising the stress and anxiety caused by this academic disparity, universities should introduce dedicated counselling services to assist students in coping with academic pressure.
Legislative Action for Educational Equity: A formal policy intervention, possibly in the form of legislative action, should be considered to institutionalise educational equity for winter zone students. This should include mandatory periodic reviews to assess the impact of any policy changes.
The disparities in J&K’s higher education system are not merely administrative oversights but fundamental issues of educational justice.
If the government truly envisions NEP 2020 as a transformative force, it must first address these ground realities. Without equitable reforms, the promise of a restructured education system remains hollow.
Winter zone students cannot and should not be expected to succeed under conditions that place them at an inherent disadvantage. The time for policy inertia is over—what is needed is decisive action, a structured approach, and a commitment to justice. A robust education system ensures equal opportunities for all, not one that perpetuates systemic biases.
Only through such reforms can the dream of a truly inclusive and fair education system in Jammu and Kashmir be realised.
(*Author can be reached at Farooqmajeed19@gmail.com)
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