Looking far beyond

Nagaland’s education system stands at a critical juncture, one where politicians and bureaucrats on one side and on the other, structural inefficiencies weigh heavily against the needs of students and teachers. As the department seeks to bring changes, it has to be a long term measure ,involving professional educationists and academicians. It may be noted that the department of education, commands the highest allocation in the state budget and is a prime example of an area where change must be purpose-driven, rather than politically envisioned. The Department of School Education (DoSE) in Nagaland receives a substantial annual budget of approximately Rs. 2800 crore, surpassing even the police department’s Rs. 2000 crore allocation (Budget Estimates 2024-25). As per data, this financial backing supports 18,725 teachers across 1,939 government schools. Yet, the results are alarmingly inconsistent. In 2023, 25 government schools reported zero or near-zero academic outcomes, a worrying indicator of the challenges that persist despite generous funding. In some cases, schools have lacked essential subject teachers, such as those for math or science, for years. Moreover, for so many decades in the past, political interference allowed teachers to secure placements in convenient locations through influence, damaging regional educational imbalances. The department’s internal structure also reveals complex issues that demand reform. Tensions over promotion criteria pit merit-based, examination-qualified teachers against those who argue on seniority-based advancement. This conflict not only affects teacher morale but also impacts the quality of education, as promotions may not always reflect qualifications or dedication to the profession. This mismatch underscores the need for a more merit-driven approach in rewarding educators. The Nagaland government recently announced plans to restructure its school system by consolidating and closing underperforming schools-a step aimed at enhancing efficiency and educational quality. Currently, the state has 1,939 government, 722 private, and several central schools. This blend of institutions highlights the delicate balance between quantity and quality, with the latter often neglected. The enrolment statistics, showing 1,50,483 students in government schools and 2,59,480 in private schools (as of December 2023), further emphasize the disparity, as many families opt for private schooling in pursuit of a better education. The student-to-teacher ratio remains an area of concern, particularly in government schools where resources and personnel are stretched thin. Efforts to engage the community, including churches, local unions, and other organizations, is not the holy grail for improving the state’s educational framework. This was experienced since the communitisation policy was launched in the early 2000s in several areas including involvement in education. However, while the idea holds potential, its impact has yet to match its promise, suggesting that deeper integration and support are needed from local communities to achieve meaningful change. At its core, the purpose of education extends beyond merely increasing literacy rates; it must focus on delivering quality learning experiences. Literacy statistics can too easily become a facade for deeper educational deficiencies, detracting from the true objective of fostering critical thinking and holistic growth. Quality education requires not only resources but also sound infrastructure, merit-based staffing, and accountability. A well-equipped educational institution provides the platform where students can excel, and reforms should focus on creating these supportive environments. Unless politicians are well grounded in understanding the education system, it would do well, if their roles are supportive rather than intrusive. What is needed is an old panacea called reform of the department, to benefit both the system and the future generations it serves. The path forward for Nagaland’s education sector must prioritize quality over quantity, ensuring that schools do not just produce literate individuals but empowered, knowledgeable citizens.