The Jammu and Kashmir administration has delivered an overdue promise: all examinations will take place as planned based on the academic calendar.
This is not merely an administrative proclamation, this statement demonstrates stability, regularity, and a genuine trust in resilience among the youth of our region.
This year’s academic calendars in Jammu and Kashmir have been sensitive to disruption — often through no fault of the students themselves. Each disruption delays a student’s progress and adversely affects the emotional morale of our students who are eager to continue progressing in their academic/start working careers while contributing to society.
The government has provided students the assurance that the academic calendar isn’t disrupted, a cycle of uncertainty, where students question when and how their academic work will be due, or if it will indefinitely extend their academic year or future educational and career pathways.
What, possibly, is even more positive than the promise to hold examinations as anticipated, is the inclusionary and empathetic manner in which the government is implementing this decision.
It is a strategic move by the government to publicly state that they are consulting with everyone—parents, students, teachers, and other educational stakeholders—to see how they can effectively make up any academic losses.
This accomplishes two important things. First, this legitimately treats a very real concern. It acknowledges that while exams will go on, the unique circumstances of students are something that administrators need to look at.
By soliciting suggestions, the government is trying to tap into a wealth of knowledge and on-the-ground experience. Who would be more knowledgeable about reasonable solutions than the teachers who are with students daily, or the parents who witness the struggle, or the students themselves who just have figured out what they need?
The final plan for making up the loss—whether it consists of targeted revision classes, some focused workshops, improved syllabi, or learning online—will be collaborative, integrated, and practical.
This is an overall positive outcome. It demonstrates that rather than saying, “We are going to make decisions and send out an edict from on high that is, everybody has to do,” it goes toward a compassionate and collaborative process based on care, from the bottom up.
