by Dr Farooq A. Lone
Kashmiri students lag in competitive exams due to systemic gaps in mentorship, infrastructure, and continuity, not to their ability; improving early exposure and support systems can enhance outcomes.
The composition of select lists issued by the Jammu and Kashmir Public Service Commission over the past few years shows a declining share of Kashmiri candidates in services. These selections are based on comprehensive long and short-answer essay-type competitive examinations, such as the Civil Services and Judicial Services.
They are fairly represented in selection lists for objective-type competitive examinations such as Medical Officers, Veterinary Assistant Surgeons, Assistant Professors, Lecturers, and Assistant Engineers, particularly in the Open Merit Category. This pattern is indicative of the interest of Kashmiri students in medicine and academics.
No doubt, reservation of posts for various categories is to the disadvantage of Open Category candidates, as Kashmiris are unrepresented in categories like Scheduled Castes, almost negligible in the Actual Line of Control/International Border Category, and very little represented in Scheduled Tribe categories, particularly Scheduled Tribe-II (Pahari Ethnic Tribe). Even in the Economically Weaker Section category, competitors from Kashmir are far fewer, leading to proportionately lower numbers in the selection lists. This restricts competition largely to General Category seats only, which are open to all candidates irrespective of category.
Despite these systemic hurdles, while candidates from Kashmir do fairly well in medicine, higher education, engineering, etc., why they are diminishing in numbers in Civil Services and Judicial Services is something to ponder upon.
It is not correct to say Kashmiri students can’t compete. Some do succeed at high levels. But the overall conversion rate from “talent” to “rank in competitive exams” is lower than it could be. That gap usually comes from structural and systemic constraints rather than a lack of ability. A few key factors tend to compound the matter:
Disruption in Learning Continuity
Frequent school closures in the past due to security issues, curfews, or extended winters have interrupted academic rhythm. Competitive exams reward long, uninterrupted preparation cycles, especially for exams like UPSC/JKPSC Civil Services Examination.
Weak Alignment with Exam Ecosystems
Long-answer competitive exams are not just about intelligence; they are about familiarity with patterns, strategy, and standardised resources. Students in metro hubs like Delhi are embedded in a mature “coaching ecosystem” that continuously optimises preparation. Kashmir has virtually no such dense ecosystems, though this has been improving in recent years.
Limited Access to High-quality Mentorship
Top performers often benefit from mentors who have already cleared or deeply understand these exams. In regions where such networks are thin, students rely more on self-navigation, which increases trial-and-error time.
Information Asymmetry
Awareness about exam pathways, optional subjects, attempt strategies, and even application processes can lag. Many students start serious preparation later than their peers elsewhere.
Psychological and Social Factors
Uncertainty, stress, perceptions, preconceived notions, and sometimes lower expectations affect consistency. Competitive exams are as much about resilience and long-term discipline as they are about raw intellect.
Language and Exposure Gaps
A transition from local-medium schooling to English-heavy exam content, especially for UPSC/JKPSC Civil Services Examination, can slow early preparation unless deliberately addressed.
Infrastructure and Resource Constraints
Reliable internet, libraries, peer groups, and test series culture matter. Even small frictions like inconsistent connectivity compound over a 1–2 year preparation window.
Higher Interest in Medicine
The brightest Kashmiri students still prefer medical school as their first choice. Perhaps the time has come for youngsters to diversify and invest in preparation for competitive exams early. We need good doctors, but at the same time, we also need good civil servants and judicial officers.
What’s Changing and Improving?
Online platforms have reduced geographical barriers. More Kashmiri toppers and rankers are emerging, creating role models. Local coaching and peer groups are gradually strengthening. Universities have also contributed to supporting aspirants.
What Would Realistically Improve Outcomes?
Early orientation from Classes 9–12 is very important and essential. Efforts are required to introduce students to exam formats, NCERT mastery, and basic aptitude early rather than starting from scratch after graduation. From the higher secondary level, exam strategy training needs to be emphasised. Mock tests, time management, and pattern recognition should be institutionalised.
Mentorship pipelines are crucial, connecting aspirants with previous qualifiers (even virtually), significantly shortening the learning curve.
Language Bridging
Structured support for academic English, answer writing, comprehension, and vocabulary—especially for UPSC-type exams is essential. Communication skill upgradation needs to be institutionalised.
Stable Study Environments
Dedicated libraries, uninterrupted study spaces, and reliable internet access make a measurable difference. A strong peer competition culture is equally important. Healthy competition among serious aspirants raises standards. Study circles, group discussions, and test comparisons matter.
Bottom Line
The issue isn’t talent; it is conversion efficiency. When preparation becomes systematic, mentored, and uninterrupted, Kashmiri students can perform on par with any region. From a policy perspective, key leverage points include mentorship networks, early exposure, and consistent exam-oriented infrastructure. While addressing the emotive reservation issue rationally would improve numbers, creating a competitive exam-oriented culture in schools and colleges is the need of the hour.
(Author is a retired IAS officer who was Chairman of Jammu and Kashmir Public Service Commission. Ideas are personal.)
