A Critical Analysis of the Declining Importance of English as a Compulsory Subject at the Undergraduate College Level in J&K
Introduction
The introduction of the National Education Policy (NEP) 2020 has brought significant structural changes to the higher education system in India, including Jammu and Kashmir. The policy aims to make higher education multidisciplinary, flexible, skill-oriented and employment-focused. It has introduced a new undergraduate framework based on Major, Minor, Multidisciplinary, Ability Enhancement and Skill Enhancement Courses.
Although these reforms have opened new academic opportunities for students, they have also raised serious questions about the position of certain traditional subjects within the undergraduate curriculum. One such subject is English.
English has historically occupied a central position in the higher education system of Jammu and Kashmir. Before the implementation of NEP 2020, English was generally taught as a compulsory subject at the undergraduate level, particularly in conventional BA, BSc and BCom programmes. Irrespective of their chosen stream, students were required to study English as an essential component of their degree.
This arrangement recognised English not merely as a language but as an essential academic discipline, a medium of communication, a foundation for higher studies and an important qualification for professional development.
However, following the implementation of NEP, the position of English has undergone considerable changes. English is no longer necessarily taught as a common compulsory subject throughout the entire undergraduate programme in the same manner as before. Its place is now determined by the revised curricular structure, including Major, Minor, Ability Enhancement and Multidisciplinary Courses.
This transformation has generated considerable concern among English teachers, academic arrangement lecturers, researchers and students, particularly regarding the future of English departments in government degree colleges of Jammu and Kashmir.
The central question is:
Has NEP 2020 unintentionally reduced the academic and professional importance of English at the undergraduate level in Jammu and Kashmir?
This article examines the issue from academic, administrative, institutional and employment perspectives.
### 1\. Status of English Before the Implementation of NEP 2020
Before NEP 2020, English enjoyed a relatively secure position in the undergraduate curriculum of Jammu and Kashmir.
Under the traditional undergraduate system, English was generally a compulsory subject for students pursuing different streams, including:
* Bachelor of Arts (BA)
* Bachelor of Science (BSc)
* Bachelor of Commerce (BCom)
* Other undergraduate programmes, depending on the university's prescribed scheme.
Students were required to study English as part of their degree programme irrespective of whether they had selected English Literature as their principal subject.
This arrangement had several advantages.
First, it ensured universal exposure to English. Every undergraduate student received an opportunity to develop basic reading, writing, comprehension, vocabulary and communication skills.
Second, it strengthened the academic position of English departments. Since English was required by students across different streams, colleges had a continuing academic requirement for English teachers.
Third, it created employment opportunities. The compulsory nature of English generated a substantial teaching workload in government degree colleges, which required regular faculty members and academic arrangement lecturers.
Fourth, it supported students preparing for competitive examinations. English was particularly important for students appearing in JKSSB, UPSC, JKPSC, banking, teaching and other recruitment examinations.
Thus, English had a dual identity: it was both an academic discipline and an essential language component of undergraduate education.
### 2\. What Has Changed Under NEP 2020?
NEP 2020 introduced a flexible undergraduate framework in which students are given greater freedom to select subjects according to their interests and academic objectives.
The revised undergraduate structure includes several categories of courses:
* Major Courses
* Minor Courses
* Multidisciplinary Courses
* Ability Enhancement Courses (AEC)
* Skill Enhancement Courses (SEC)
* Value Added Courses (VAC)
* Internship and other experiential learning components.
Under this framework, English can be offered as a Major, Minor, Multidisciplinary Course or as an Ability Enhancement Course, depending on the applicable university curriculum.
The University of Kashmir's NEP statutes recognise Ability Enhancement Courses relating to English Language, Communication Skills and Modern Indian Languages. Similarly, the University of Jammu's FYUP guidelines identify English Language (General), Communication Skills and Modern Indian Languages as possible Ability Enhancement Courses. imfa.uok.edu.in +1
The main concern, however, is not the introduction of these categories. The concern is the reduction of English's position as a universally required subject throughout undergraduate education.
Under the earlier system, English had a broad and relatively predictable teaching requirement. Under the new system, its teaching requirement may depend on student choices, course combinations, institutional availability and the number of students opting for English.
Consequently, the position of English has become less uniform across colleges.
3\. The Declining Status of English at the College Level
One of the most significant concerns arising from the implementation of NEP is the reduced compulsory presence of English across undergraduate streams.
Previously, a student pursuing BA, BSc or BCom was generally required to study English. Under the revised structure, students may encounter English through different course categories, but this does not necessarily mean that every student will study it with the same continuity, depth or academic intensity.
This creates three major problems.
A. Reduction in Student Enrolment
When English is not universally compulsory, students may prefer other subjects according to their academic interests, career objectives or perceived employment prospects.
As a result, some colleges may experience reduced enrolment in English as a Major or Minor subject.
B. Reduced Teaching Workload
The teaching workload of English departments may decrease when English is not required by all undergraduate students.
This is particularly concerning for colleges where English departments previously handled compulsory classes for students from multiple streams.
C. Uncertainty About the Future of English Departments
When student enrolment decreases, institutional authorities may reconsider the allocation of faculty members, academic arrangement positions and teaching resources.
The Government of Jammu and Kashmir's Government Order No. 256-JK(HE) of 2023, dated 11 September 2023, provides for rationalisation of Major subjects according to enrolment thresholds. It states that certain subjects may be offered as Minor rather than Major subjects when enrolment falls below the prescribed levels, subject to the conditions in the order. gdcuttersoo.ac.in
Although this order does not specifically abolish English, it demonstrates how enrolment-based rationalisation can influence the academic position of subjects.
The larger concern is that English departments may gradually face institutional and administrative challenges if adequate enrolment and teaching requirements are not maintained.
4\. Academic Impact on Students
The reduction of compulsory English teaching may have consequences beyond the English department itself.
English is not simply another subject in the undergraduate curriculum. It is a language through which students access knowledge, communicate research findings, prepare assignments and participate in professional and academic activities.
Its importance can be examined in the following areas.
### A. Communication Skills
English is widely used in higher education, professional communication, research publications, interviews and administrative correspondence.
Students who receive limited exposure to structured English teaching may experience difficulties in:
* Academic writing.
* Formal communication.
* Presentation skills.
* Public speaking.
* Group discussions.
* Professional correspondence.
* Interview preparation.
### B. Research and Higher Education
A substantial proportion of academic literature, research journals, reference materials and international publications are available in English.
Students pursuing postgraduate programmes, MPhil/PhD-level research where applicable, NET/JRF examinations and other academic qualifications require a sound understanding of English.
A weaker undergraduate foundation may therefore affect their future academic development.
C. Competitive Examinations
English remains important in several competitive examinations and recruitment processes.
Students preparing for examinations conducted by UPSC, JKPSC, JKSSB, banking institutions and other recruitment agencies may need English comprehension, grammar, vocabulary and writing skills.
Removing or reducing compulsory exposure to English at the undergraduate level may create an additional learning burden for students from rural and economically weaker backgrounds.
### D. Digital and Professional Literacy
The modern employment environment increasingly requires digital communication, email writing, report preparation, online applications and professional interaction.
English continues to play a significant role in these activities.
Therefore, the reduced academic exposure to English should not be treated as a minor curricular adjustment.
### 5\. Impact on Employment Opportunities for English Teachers
Perhaps the most serious concern relates to the employment prospects of English teachers in Jammu and Kashmir.
For many years, English departments in government degree colleges have provided teaching opportunities to permanent faculty members, contractual teachers and lecturers appointed under academic arrangements.
The compulsory nature of English ensured a substantial number of teaching periods across undergraduate classes.
However, the revised curricular framework may affect this traditional demand.
### A. Reduction in Academic Arrangement Vacancies
Academic arrangement appointments are generally linked to institutional requirements and available teaching workload.
When the number of compulsory English classes decreases, colleges may require fewer temporary or academic arrangement lecturers.
This may directly affect qualified candidates possessing:
* MA in English.
* NET qualification.
* SET qualification.
* PhD in English.
* Relevant research and teaching experience.
Candidates who have spent years preparing for NET, SET, PhD and other academic qualifications may face fewer teaching opportunities if the institutional requirement for English decreases.
### B. Uncertainty for Existing Academic Arrangement Lecturers
The new framework may also create uncertainty for lecturers already working in government degree colleges.
Their continuation may depend on the availability of courses, enrolment, workload and administrative decisions.
This raises important questions:
* Will English teaching workload remain sufficient in every government degree college?
* Will colleges continue to engage academic arrangement lecturers in English?
* What will happen to lecturers when English is not selected as a Major or Minor subject?
* Will teaching requirements be assessed according to actual academic needs or only according to the number of students selecting English?
These questions deserve serious consideration by the Higher Education Department.
### C. Reduced Future Recruitment Opportunities
If the requirement for English teachers decreases across colleges, future recruitment may also be affected.
This could have long-term consequences for postgraduate English graduates, NET/SET-qualified candidates and research scholars.
It is important to clarify that NEP does not itself prohibit the recruitment of English teachers. However, changes in course structures and institutional workload can influence the number of posts and appointments required.
### D. Threat to the Academic Career of Young Scholars
Jammu and Kashmir has a significant number of English graduates, NET/SET-qualified candidates and PhD scholars.
For many of them, teaching in government degree colleges is an important professional aspiration.
A reduction in undergraduate English teaching requirements could narrow the traditional academic employment pathway for these candidates.
The issue is therefore not limited to existing lecturers. It also concerns the future of an entire generation of English scholars.
### 6\. English Is Not Merely a Language Subject: It Is a Complete Academic Discipline
An important misunderstanding within the present debate is the tendency to view English only as a communication or language-learning subject.
English is a vast academic discipline that includes:
* British Literature.
* American Literature.
* Indian Writing in English.
* Postcolonial Literature.
* Literary Criticism.
* Literary Theory.
* Linguistics.
* Cultural Studies.
* Comparative Literature.
* Gender Studies.
* Translation Studies.
* World Literature.
* Indian English Poetry.
* Drama and Fiction.
* Contemporary Literary Studies.
English Literature develops critical thinking, analytical ability, historical understanding, cultural awareness and intellectual independence.
It introduces students to major literary movements, philosophical debates, social transformations and political developments.
Authors such as William Shakespeare, John Milton, William Wordsworth, Jane Austen, Charles Dickens, T.S. Eliot, Virginia Woolf, Toni Morrison, Chinua Achebe, Arundhati Roy and Agha Shahid Ali represent only a small part of the enormous intellectual tradition studied through English.
Therefore, reducing English to a limited communication-skills course cannot adequately replace the academic contribution of English Literature.
### 7\. NEP 2020 and the Contradiction Between Skill Development and English Education
NEP 2020 emphasises multidisciplinary education, skill development, employability, critical thinking and effective communication.
These objectives are certainly important.
However, an important question arises:
Can employability be strengthened by reducing the academic space available for one of the most important languages of professional and higher education?
The answer requires serious consideration.
If the objective is to improve students' employment prospects, English should be strengthened rather than marginalised.
A well-designed English curriculum can directly contribute to the objectives of NEP by providing:
* Professional communication.
* Academic writing.
* Business English.
* Technical writing.
* Digital communication.
* Interview and presentation skills.
* Translation and editing.
* Research methodology.
* Creative writing.
* Language proficiency.
The problem, therefore, is not necessarily NEP 2020 itself but the manner in which its curricular framework is implemented at the institutional level.
A policy intended to improve educational opportunities should not unintentionally weaken the academic position of a discipline that contributes directly to those objectives.
### 8\. Particular Challenges Faced by Government Degree Colleges in Rural Kashmir
The impact of these changes may be particularly significant in rural areas of Kashmir.
Students studying in rural government degree colleges often come from backgrounds where opportunities for private English-language coaching, professional communication training and advanced language learning are limited.
For many students, the college classroom is the principal environment in which they develop formal English communication and academic writing skills.
When compulsory English classes are reduced, these students may lose an important opportunity to improve their language proficiency.
This can widen the educational gap between students studying in well-equipped urban institutions and those studying in rural colleges.
Furthermore, rural colleges may face additional difficulties in maintaining sufficient enrolment in specialised English courses.
Consequently, the academic and employment implications of NEP implementation should be examined not only from an administrative perspective but also from the perspective of educational equality.
### 9\. Impact on the English Department and Institutional Infrastructure
The position of an academic department depends on several factors, including student enrolment, course availability, teaching workload, faculty strength and institutional requirements.
Under the new undergraduate structure, the English department may have to compete with other disciplines for student enrolment.
If students increasingly select subjects that they consider more directly connected with employment, English Literature may receive less attention as a Major or Minor subject.
This may result in:
* Reduced student intake.
* Fewer specialised literature classes.
* Reduced academic arrangement requirements.
* Less demand for additional teaching faculty.
* Reduced opportunities for literary activities.
* Limited research-oriented academic engagement.
Such developments may gradually affect the intellectual environment of colleges.
However, the University of Jammu's official FYUGP syllabus portal continues to list English and English Literature as academic disciplines, including Major, Minor, Skill and Multidisciplinary offerings. The University of Kashmir's framework also recognises English as an Ability Enhancement subject. Jammu University +1
This indicates that English has not been removed from the NEP framework. The real issue is its reduced or uneven compulsory presence and the possible consequences for institutional workload.
### 10\. Why English Should Be Made Compulsory Again at the Undergraduate Level
There is a strong academic and professional argument for restoring English as a compulsory component of undergraduate education.
This does not mean that every student must study English Literature as a Major subject.
Rather, there should be a distinction between:
English as a compulsory language and communication subject
and
English Literature as a specialised academic discipline.
Every undergraduate student, irrespective of the selected Major, should receive adequate English-language education.
A compulsory English course should cover:
* Grammar and sentence construction.
* Reading comprehension.
* Vocabulary development.
* Academic writing.
* Essay and paragraph writing.
* Formal and informal communication.
* Letter and email writing.
* Presentation and speaking skills.
* Interview preparation.
* Professional and workplace communication.
Such a course could be introduced as a properly structured, credit-bearing Ability Enhancement Course.
At the same time, English Literature should retain sufficient academic space as a Major and Minor discipline.
This would ensure that the language requirements of all students are addressed without compromising the specialised academic identity of English.
### 11\. Recommendations to the Higher Education Department, J&K
The Higher Education Department, Government of Jammu and Kashmir, and the concerned universities should seriously examine the implications of the revised undergraduate curriculum for English departments.
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