“While workshops on entrepreneurship in Kashmiri private schools seem progressive, they highlight a deeper, more complex trend of rapid educational commercialization and private school proliferation in the Valley.
Shafqat Bukhari
In recent months, reports that some private schools in Kashmir hosting workshops on business, entrepreneurship, and “career readiness” have sparked an interesting debate about the direction in which the Valley’s education system is heading. On the surface, such initiatives appear progressive—an attempt to expose students to modern economic thinking and entrepreneurial skills. But beneath this emerging trend lies a more complex reality about the rapid commercialization of education and the mushrooming of private schools across the Valley. Kashmir has always been a society where education is deeply valued, often seen as the most reliable pathway to stability in a region marked by economic uncertainty and limited industrial growth. In such a context, private schools have expanded rapidly over the last decade, filling gaps left by public institutions. However, this expansion has also raised concerns about uneven quality, rising costs, and the gradual shift of education from a public service to a market-driven commodity. The latest idea of hosting business workshops in schools reflects a broader trend: the increasing alignment of education with market interests. While entrepreneurship education is not inherently problematic—in fact, it can be highly beneficial—it becomes questionable when introduced in environments that are already struggling with academic consistency, infrastructure gaps, and affordability concerns. Why is Kashmir becoming a preferred space for such educational experiments? One reason is the region’s young population. With a large proportion of students, private institutions see a ready audience for new programs, courses, and skill-based workshops. Another factor is the growing aspiration among Kashmiri youth for alternative careers beyond traditional government jobs. In the absence of a strong local industrial base, entrepreneurship is often presented as a solution to unemployment and economic stagnation. However, critics argue that this narrative can sometimes be overly simplistic. Teaching “business skills” without addressing the structural limitations of the local economy risks creating unrealistic expectations. Kashmir’s entrepreneurial ecosystem, while growing, still faces significant challenges including limited investment, infrastructural constraints, and restricted market access. In such a scenario, turning schools into mini-business training centres may not necessarily translate into meaningful economic outcomes for students. At the same time, the mushrooming of private schools across the Valley has itself become a subject of concern. In many urban and semi-urban areas, private institutions have multiplied rapidly, often operating with varying levels of regulation and oversight. While some provide quality education, others are accused of prioritising profit over pedagogy.
“The rapid and poorly regulated proliferation of private schools in the Valley has commercialized education, prioritizing profit over pedagogy through soaring fees and aggressive marketing. While these institutions offer advanced skill-building programs (e.g., coding, business workshops), their growth exacerbates educational inequality, leaving lower-income students who rely on government schools further behind. Ultimately, this trend forces a critical reassessment of the core purpose of schooling: whether it exists for immediate economic readiness or foundational, critical development.”
Rising fees, aggressive marketing, and competition for enrolment have turned education into a highly commercialised sector. This expansion has also widened the gap between students who can afford private education and those who rely on government schools. As private institutions introduce new “value-added” programmes such as business workshops, coding classes, and personality development courses, there is a risk of deepening educational inequality. Students from lower-income backgrounds may find themselves excluded not only from better schooling but also from emerging skill-building opportunities. There is also a philosophical question at play: what should the purpose of schooling be? Is it to prepare children for immediate economic participation, or to build foundational knowledge, critical thinking, and social awareness? When business workshops begin entering school spaces too early, there is a danger that education becomes narrowly focused on employability rather than holistic development. None of this means that entrepreneurship education has no place in Kashmir’s schools. On the contrary, introducing students to financial literacy, innovation, and problem-solving can be extremely valuable in a region seeking economic diversification. But such initiatives must be carefully designed, regulated, and integrated into a broader educational framework rather than introduced as standalone commercial offerings. The challenge lies in balance. Kashmir does need skill development and entrepreneurial awareness, but it also needs strong academic foundations, equitable access to education, and protection against excessive commercialisation. Private schools, in their race to differentiate themselves, must not turn classrooms into marketing platforms for business ideology. Ultimately, the growing trend of business workshops in schools and the rapid expansion of private institutions should prompt a deeper conversation about the future of education in Kashmir. Is the Valley building an inclusive learning ecosystem, or is it drifting toward a fragmented system driven by market forces? The answer will determine not just how students learn today, but what kind of society Kashmir becomes tomorrow.
