Ten essentials for how Kashmir’s private university ecosystem should look, and what it must offer.
Dr. Ashraf Zainabi
Some time ago, I came across a notification from the department of chemistry, university of Kashmir inviting eligible studentsfor admission in its postgraduate course. Upon further inquiry I came to know the department was struggling to fill the allocated seats. It is the same department of the university which once saw cutthroat competition to secure admission, but now the situation is different. Everyone who understands the current higher education system will interpret it differently. For me this has only one underlying message, Kashmir needs to think of generating a job before generating a graduate, postgraduate or doctorate.
Therefore, Kashmir does not need more degrees. It needs more direction. For years, young people have collected qualifications, hoping someday they will get a secure job in a cold job market. It rarely does. In Kashmir, the number of colleges and universities have expanded but the job market has not.
Now, with private universities entering the conversation, there is both hope and risk. Hope that new institutions might widen access and improve quality. Risk that we may simply build polished versions of the same old system, campuses that look modern but function like degree shops. If that happens, the crisis will not ease; it will deepen.The question, then, is not how many universities Kashmir should have, but what kind it should build, and for whom.
First, private universities here must be designed as problem-solvers, not course-sellers. Their purpose should emerge from Kashmir itself: its economy, its environment, its society. Tourism that strains resources, agriculture that needs innovation, wetlands that demand protection, and youth who need meaningful work, these are not side issues; they are central. An institution that does not engage with its own surroundings is simply out of place.
Second, Kashmir must resist copying the dominant private university model seen elsewhere in India. The familiar formula, management degrees, engineering seats, placement promises, has created volume, not always value. The region has a chance to take a different route, fewer universities, but sharper ones.
Third, these institutions must reduce migration, not normalise it. Every year, families send their children outside, often at great cost. If private universities here offer the same limited pathways, students will still leave. The real test is simple, would a student in Srinagar choose to stay back by preference, not compulsion? If the answer is no, the institution has not changed the equation.
Fourth, entry into this sector should be open, but not easy. The debate over whether only Kashmiris or also outsiders should be allowed to build universities, misses the point. What matters is commitment. Investors, local, national, or international, must be tied to long-term responsibility. They should not be able to arrive, profit, and exit quietly. Kashmir needs partners who stay, not players who pass through.
Fifth, universities must create work, not just prepare students to look for it. This means linking education directly with sectors, like horticulture, handicrafts, tourism, digital services, and building real pathways into them. Internships should not be token gestures; they should be meaningful engagements. A graduate who still waits indefinitely for a government job reflects a system that has not done its job. This will require to erase the difference between public (government) and private sector jobs. A government teacher, Professor, engineer, or doctor must earn same or even more in private sector. A thoughtful policy must be in place backed by government to create such ecosystem
Sixth, size should not be mistaken for success. Bigger campuses and higher enrolment numbers may look impressive, but they do not guarantee quality. Some of the most effective institutions in the world are small, focused, and deeply specialised. Kashmir would gain more from a handful of strong universities than from a crowd of average ones.
“Private universities in Kashmir must evolve from generic “degree shops” into accountable, high-impact institutions that align with the region’s specific needs and global standards to truly influence employment and culture.”
Seventh, failure must be anticipated and managed. Private universities can collapse. When they do, it is students who pay the price, in lost time, lost money, and uncertain futures. The system must therefore include safeguards: clear rules for closure, financial accountability of promoters, and protection mechanisms for students. Kashmir has seen it in past, when a private medical college,JVC medical college, now SKIMS Bemina, was taken over by government due to many reasons to safeguard students interests.
Eighth, language and culture must remain central. Education shapes identity as much as it builds skills. If universities neglect local language, history, and social context, they gradually produce graduates who feel disconnected from their own society. In Kashmir, that disconnect can deepen existing tensions. Institutions must ensure that modern education does not come at the cost of cultural understanding.
Ninth, ecology cannot be treated as a constraint; it must become a responsibility. The Valley’s environmental stress is visible, from shrinking water bodies to changing landscapes. Areas around Dal Lake and Wular Lake, along with the Jhelum River, carry the marks of years of pressure. Universities should not add to this burden. They should lead restoration, turning research into action and campuses into examples of ecological responsibility.
Tenth, and this is the question often avoided, who will actually study in these universities? Will they serve only local students, or can they attract learners from across India and beyond? This is where Kashmir must think carefully. If institutions are built only for local enrolment, they will remain limited in scope and impact. But attracting students from outside is not automatic. A student from Kerala or Punjab will not come to Kashmir simply because a campus exists. They will come only if there is something here they cannot find elsewhere.
That “something” cannot be generic degrees. It must be distinct value. Safety, affordability, and credibility will also matter. Without these, geography becomes a barrier rather than an advantage. With them, it becomes a strength.In this sense, the question of students is also a test of seriousness. Universities that cannot attract even a small percentage of non-local students are likely offering nothing unique. And institutions that bring together students from different regions can quietly build something else as well, understanding, exchange, and a broader sense of belonging that goes beyond textbooks.
Finally, Kashmir must proceed with caution. The temptation to approve many universities quickly is understandable, but risky. A better approach is to begin with a few carefully selected institutions, observe how they perform, and expand only if they demonstrate real value. Growth should follow evidence, not enthusiasm.
Private universities are not inherently good or bad. Their impact depends on how they are designed and what they are expected to do. In Kashmir, the stakes are higher than usual. These institutions will influence not just education, but employment, migration, culture, and the environment. The choice, therefore, is clear. Build universities that respond to the region’s needs, offer something the world cannot ignore, and remain accountable to the society around them. Or build degree shops that add to the crowd without changing its direction.Kashmir has seen enough of the second kind.
(The author is a teacher and a researcher based in Gowhar Pora Chadoora of Central Kashmir’s Budgam district. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
