Education under scrutiny

The recent declaration of the Nagaland Board of School Education (NBSE) HSLC and HSSLC examinations for 2025 has once again proved that girls are better achievers than boys. In the HSLC and HSSLC examinations 2025 , girls maintained their academic superiority, with a pass percentage of 75.39% compared to 74.90% for boys. This trend was evident not only in overall results but also in the top 20 performers, where 81 girls outshone 45 boys. The gender gap was further pronounced in government schools, where 1,582 girls passed compared to 1,058 boys. Private schools followed a similar pattern, with 7,222 girls qualifying against 6,780 boys. While girls continue to outperform boys across various metrics, the stark contrast between government and private schools raises critical questions about the allocation of resources and the effectiveness of existing educational policies. The performance divide between government and private schools remains glaring. While private schools boasted an impressive 87.64% pass rate, government schools lagged significantly at 48.41%. District-wise, Kohima led government schools with a 70% pass rate, followed by Mokokchung (66%) and Chumoukedima (59%). Shamator district, however, struggled with a dismal 17%. In contrast, private schools in Mokokchung, Kohima, and Phek districts achieved exemplary pass percentages of 93%, 92%, and 91%, respectively. The success of students in both government and private schools cannot be solely attributed to institutional efforts. Private tuition has emerged as a critical factor, with many parents investing heavily in additional coaching. This practice, while beneficial for individual students, raises concerns about the equitable distribution of educational resources. The current system allows schools to take credit for achievements that may be largely influenced by private tutors, masking the true effectiveness of the education system. The education system must adapt to meet the needs of a changing society. In this regard, it is imperative to differentiate between those who would benefit from job-oriented training and those intent on academic pursuits. While theoretical reforms such as non-grading and all-pass systems may seem promising, their long-term implications must be carefully evaluated. The goal should be to alleviate the problem of unemployability rather than exacerbate it with well-intentioned yet misguided policies. At the 1999 Naga Hoho conference, a forward-thinking concept note on education was presented by the editor of this newspaper, outlining various strategies to revitalize the system. Recommendations included incentivizing government teachers, rationalizing educational infrastructure, separating skill and academic focuses besides supporting performing private schools with monthly grants to reduce tuition fees and supplement salaries and gradually wind up government schools in premier urban towns in order to promote private institutions. Despite initial enthusiasm, little progress has been made in implementing these recommendations, highlighting the need for political will and commitment to effect meaningful change. The 2025 exam results underscore the need for systemic reforms. Despite increased funding, government schools continue to underperform, with 20 schools still recording zero or nil results. The absence of such instances in private schools highlights the need for better accountability and resource utilization in the public sector. The NBSE results for 2025 serve as a reminder of the challenges and opportunities within Nagaland’s education system. Addressing these issues will require not only balanced and rational investment but also innovative policy reforms to ensure that quality education is accessible to all.