Prof Kashab Sharma
The Jammu and Kashmir Services Selection Board’s (JKSSB) recent notification making Urdu language proficiency mandatory for the upcoming Naib Tehsildar examination has created significant concern among aspirants, particularly those from non-Urdu speaking backgrounds. The decision has effectively excluded a substantial number of eligible candidates who, despite possessing the requisite administrative competence and academic qualifications, find themselves barred from competing for these positions solely due to linguistic considerations.
The exclusion of non-Urdu knowing students raises fundamental questions about level playing field in public recruitment. Thousands of aspirants from the Jammu division, who have spent years preparing for administrative positions, suddenly discover that their educational background in Hindi, Dogri, or English is deemed insufficient. These candidates, many of whom have completed their education through recognized boards and universities, possess the analytical skills, legal knowledge, and administrative acumen required for the position. However, the linguistic barrier has rendered their qualifications secondary to language proficiency, creating an unprecedented situation where competence takes a backseat to linguistic capability.
The historical context of Urdu’s introduction in the region adds another dimension to this debate. Urdu was never the indigenous language of the erstwhile state of Jammu and Kashmir. The language was officially adopted during the reign of Maharaja Pratap Singh in 1889, when it replaced Persian as the court language under the influence of British colonial advisors. This historical decision, made over a century ago under colonial influence, now serves as the basis for excluding candidates who are otherwise fully qualified to serve the administrative machinery of the union territory.
The irony becomes more apparent when one examines the precedent set by other administrative services within the same system. JKAS (Jammu and Kashmir Administrative Service) officers who lack accounting knowledge are provided comprehensive training in financial management and accounting procedures after their selection. This post-selection training model recognizes that specialized skills can be developed through structured learning programs without compromising the merit-based selection process. The question that emerges is why the same logic cannot be applied to language skills for Naib Tehsildar positions.
The practical challenges faced by non-Urdu candidates cannot be understated. Language acquisition, particularly for administrative purposes, requires sustained effort over extended periods. The expectation that candidates should achieve proficiency in Urdu within the limited preparation timeframe available for competitive examinations appears unrealistic. Unlike technical subjects that can be mastered through study and practice, language proficiency demands cultural immersion and consistent usage that cannot be achieved in a few months of preparation.
The linguistic landscape of Jammu and Kashmir presents a complex picture. While Urdu enjoys significant usage in certain regions, particularly the Kashmir valley, the Jammu division has a different linguistic profile. Most professionals and students in Jammu are more comfortable with Hindi, Dogri, or English. The constitutional recognition of five official languages-Urdu, Hindi, Dogri, Kashmiri, and English-was designed to reflect this diversity and ensure inclusive governance. The mandatory Urdu requirement appears to contradict this spirit of linguistic pluralism.
Government departments across India regularly conduct orientation and training programs for newly recruited personnel. These programs cover various aspects of administration, from procedural knowledge to technological skills. The integration of language training into such programs would address the practical needs of administration while maintaining the merit-based character of the selection process. This approach would ensure that administrative officers eventually acquire necessary linguistic skills without excluding qualified candidates at the examination stage.
The economic implications of this decision extend beyond individual aspirations. Jammu and Kashmir faces significant unemployment challenges, particularly among educated youth. Government positions represent primary employment opportunities in a region where private sector growth remains limited. The introduction of additional barriers in an already competitive environment may exacerbate unemployment issues and limit the pool of administrative talent available to the government.
The argument that revenue records are maintained in Urdu, while valid, does not necessarily justify making Urdu proficiency a prerequisite for selection. Administrative systems worldwide demonstrate that practical skills can be developed through training programs. Modern administrative practices increasingly rely on digital systems and standardized procedures that can be learned regardless of the candidate’s initial linguistic background. The emphasis should be on recruiting individuals with strong analytical abilities and administrative aptitude who can then be trained in specific operational requirements.
Observations from the field indicate that many qualified candidates are reconsidering their career paths due to this linguistic requirement. Engineering graduates, commerce students, and liberal arts scholars who had prepared for administrative careers find themselves excluded from consideration. This exclusion not only affects individual careers but also deprives the administration of diverse talents and perspectives that these candidates could bring to public service.
The constitutional framework of India emphasizes equality of opportunity in public employment. The principle suggests that citizens should not face discrimination based on linguistic background, provided they possess the necessary qualifications and competence for the position. The current approach appears to create a situation where linguistic background becomes more important than administrative capability, potentially undermining the constitutional spirit of equal opportunity.
International practices in multilingual societies often demonstrate flexible approaches to language requirements in public service. Many countries with linguistic diversity implement post-appointment language training while maintaining merit-based selection processes. These practices recognize that administrative competence and language skills serve different purposes and can be developed through different pathways.
The debate surrounding this issue has revealed broader concerns about inclusive governance and equitable access to public employment. Stakeholders from various backgrounds have expressed apprehensions about the precedent this decision might set for future recruitments. The concern is that additional linguistic barriers might be introduced in other examinations, further limiting opportunities for qualified candidates.
Administrative efficiency ultimately depends on the competence and dedication of personnel rather than their linguistic background alone. While language skills are important for effective communication, they should complement rather than overshadow the fundamental requirements of administrative positions. The ability to analyze problems, implement policies, and serve the public effectively transcends linguistic boundaries and should remain the primary criterion for selection.
The current situation presents an opportunity for the JKSSB to reconsider its approach and adopt a more inclusive strategy. Accepting proficiency in any of the officially recognized languages while providing post-selection training in Urdu would address practical administrative needs while maintaining fairness in the recruitment process. This approach would demonstrate commitment to both linguistic heritage preservation and merit-based governance.
It is crucial to emphasize that questioning the mandatory Urdu requirement does not constitute discrimination against any region, community, or religion. The concern is purely administrative and relates to ensuring that the most competent candidates have the opportunity to serve the public, regardless of their linguistic background. While revenue records in Jammu and Kashmir are indeed maintained in Urdu, this practical requirement can be effectively addressed through comprehensive post-selection training programs. Making Urdu proficiency mandatory at the examination stage constitutes an injustice to candidates from non-Urdu backgrounds who possess the necessary administrative competence but lack linguistic preparation through no fault of their own.
The resolution of this issue will likely influence future recruitment policies and set precedents for language requirements in public service. The balance between cultural preservation and inclusive governance remains delicate, requiring careful consideration of multiple perspectives and interests. The ultimate goal should be building a competent, representative administration that can effectively serve all citizens while respecting the region’s linguistic diversity.
As this debate continues, the focus should remain on creating opportunities rather than barriers, ensuring that linguistic requirements enhance rather than hinder the recruitment of capable administrators. The decision made regarding this issue will reflect the administration’s commitment to inclusive governance and equitable access to public service opportunities for all qualified citizens.
(The author is from Higher Education Department J&K)
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