Education is the bedrock of societal progress, and it holds even greater importance in rural areas like the eastern regions of Nagaland. However, for years, the struggle to provide uninterrupted, quality education has persisted, particularly due to the widespread issue of teacher absenteeism. As an attendee of the Yimkhiung Akheru Arihakho (YAA) 59th Federal Session at Longbiakru Village held on 07th of Jan. 2025, I witnessed firsthand the complexity of the challenges surrounding the education system. Despite my presence at the session, I was unprepared to discuss one of the most critical issues at hand—teacher absenteeism and the controversial practice of appointing proxy teachers.
While the YAA is primarily for the Yimkhiung tribe, the challenges we discussed are universal, affecting all tribes in Nagaland. The use of proxy teachers has become an ongoing solution to the problem of teacher absenteeism, but it introduces a range of its own difficulties.
The Current Scenario
In many rural areas, appointed teachers, though qualified, fail to fulfill their duties. They often neglect their responsibilities, take unsanctioned holidays, and misuse their power to control school schedules. This dereliction of duty negatively impacts the educational progress of students who are left without proper guidance.
In response, government-appointed teachers, in collaboration with the Village Education Board, have resorted to appointing proxy teachers to fill these gaps. Proxy teachers, typically local individuals with basic academic qualifications, are appointed to temporarily take on the role of the absentee teachers. However, this practice, while intended to stabilize the education system, raises significant issues, particularly when it comes to compensation and the qualifications of these substitute teachers.
In the past, a government-appointed teacher with a salary of ₹40,000/- would pay ₹6,000/- through the Village Education Board to a proxy teacher. Instead of paying the full ₹6,000/- to one proxy teacher, the Village Education Board appointed an additional proxy teacher, dividing the ₹6,000/- between the two. This meant each proxy teacher would only receive ₹3,000/-, a sum far below what is needed to cover their basic expenses. Though the idea of increasing the number of teachers was well-intentioned, it inadvertently created a situation where proxy teachers were severely underpaid and overworked.
Though the Village Education Board no longer follows this practice, the core issue remains unresolved. Teacher absenteeism continues, and the use of proxy teachers remains a temporary solution at best. Despite efforts from NGOs to address these issues, a lasting solution has yet to be found.
The Need for Local Solutions
The issue was raised during the YAA’s 59th Federal Session, but no satisfactory solution was found due to the complexity of the problem. Instead of waiting for government intervention—which has repeatedly failed to address the issue—it is crucial that Village Education Boards, NGOs, and other local bodies enforce fair practices in the appointment of proxy teachers. This can be done by adopting strict rules that ensure:
- Fair Compensation: Proxy teachers should receive at least one-fourth of the government-appointed teacher’s salary, or a minimum of ₹10,000/-, whichever is higher. This would provide proxy teachers with basic financial security and incentivize better performance.
- Qualifications: Proxy teachers should have qualifications equal to or higher than those of the government-appointed teachers they replace. The quality of education cannot be compromised for convenience.
- Strict Monitoring: Village Education Boards and NGOs should ensure that appointed proxy teachers fulfill their responsibilities diligently. Clear guidelines and monitoring mechanisms must be established to hold both proxy teachers and absentee government teachers accountable.
Consequences of Neglect
If proxy appointments continue to be unfair, underpaid, or unmonitored, the consequences will be dire:
Educational Decline: Unqualified proxy teachers may struggle to deliver quality instruction, leaving students at a disadvantage.
Teacher Disillusionment: Proxy teachers who are underpaid and undervalued may leave their posts or lose motivation.
Systemic Instability: Persistent absenteeism and low-quality substitutes will create further instability in the education system.
A Collective Responsibility
The reliance on NGOs and organizations like the YAA to address these issues is commendable, but they cannot shoulder the burden alone. Village Education Boards, as the key local authority, must take the lead in implementing solutions. By enforcing strict rules and guidelines, these bodies can ensure that proxy appointments are fair, transparent, and beneficial for the students.
The failure of government agencies to resolve the issue highlights the importance of community-led initiatives. By empowering local organizations and stakeholders to act, we can work toward a more stable and effective education system.
Conclusion
The use of proxy teachers in rural Nagaland reflects deeper issues of accountability and inefficiency in the education system. If proxy teachers are to remain a part of this system, their appointments must be handled with fairness and professionalism. The Village Education Boards, NGOs, and other bodies must adopt strict rules to ensure that proxy teachers are fairly compensated, adequately qualified, and held accountable.
This issue was raised during the YAA’s 59th Federal Session but could not find an amicable solution due to its complexity. However, by fostering collective responsibility and empowering local stakeholders, we can address this challenge effectively. The future of education in Nagaland particularly in rural areas depends on our willingness to act now and ensure that every student receives the education they deserve.
Mr. Tsulemthong
Executive Secretary, Pungro Town Students’ Union (PTSU)
Assistant Teacher, CSP