‘Equitable education leads to equitable progress’

Dr. Chubatola Aier, principal, Zunheboto Government College, guest speaker during the 65th General Conference Ao Kaketshir Mungdang that concluded recently. (Morung Photo) 
 
Mokokchung | January 23 : With the Government of Nagaland going on for an ambitious multi-crore educational reforms in the state, the term quality education will be becoming more relevant in the Naga society. As an apex students’ organization of the Ao, the Ao Kaketshir Mungdang during its just concluded 65th General Conference brought in a new term “Equitable Education” and invited senior lecturer Dr. Chubatola Aier (principal, Zunheboto Government College) to enlighten the delegates on the topic ‘Equitable progress in education”. What seemed like a simple term turned out to be serious educational topic that is very relevant in our society which, if ensured, can lead to equitable progress in the society.
Dr. Chubatola Aier who dwelled deeply on the topic on the last day of the AKM Conference, said that equitable progress in education can lead to equitable progress in all realms, like development, economy etc. Saying that that Nagas are known as people who understand the value of education, Dr. Aier however observed that Nagaland does not show the true outcomes of qualitative or equitable education.
“This is largely because we seek education, we talk education and we do education, but unfortunately only in a mechanical repetition of archaic systems without being fully awake to the heights to which education is meant to take the individual in the society,” said Dr. Aier who has been in the teaching profession for the past more than thirty years.
Saying that education is always given a highly respected lip service as one of the most important dimensions of life, Dr. Aier however questioned how many people in the society regard education above economic, political and social mobility, which are also genuine aspirations though.
“…but let us also understand that to reach a destination, we need a means to reach us there, and where development is concerned, the means is education,” she strongly asserted, “When we talk of progress, development and achievement, it is and must be recognized that these are all powered by relevant education.”
Saying that education is more than a lamp or a light, Dr. Aier said that education is a ‘lighter’ that ignites new ideas and concepts in the minds of learners, and education is not an option or even just a necessity. “Education is a right, and denial to this right is an injustice which retards the latent potentialities of both individual and community,” she said.
In this connection, Dr. Aier said that even the central concern of human rights legislation that deals with education is “equity”, which can be elaborated as the objective of increasing equality in learning outcomes, access and retention. “We can say that equitable progress in education is the educational system that ensures equality in learning outcomes, access and retention,” she said adding that to achieve equitable education, there are just three domains to address in the pursuit of equitable progress in education – access, quality (excellence) and equity.
Access, she said, means an entry or approach, an opportunity or it can also refer to programs and resources that can significantly improve life opportunities. Quality or excellence is important in the sense that if access is given but if achievement is poor, it poses a big problem both for individual and community, a malady very familiar with Nagaland, she said. Access, quality and equity are inextricably linked and negligence of any of these three domains will not lead to equitable education.
In this connection, Dr. Aier questioned whether there is equitable education in Nagaland or not. She presented some slideshows to the audience pictures of some schools taken in Mokokchung for contrast – the dilapidated Tzurangkong High School building (the picture of which was published in The Morung Express last year) and the grand multi-storied building of JMS, Mokokchung besides others pictures. She wondered whether students sitting in a dilapidated school building and a good school building would be able to adjust with each other if they are brought to sit in a good college like the Fazl Ali College.
Therefore, Dr. Chubatola Aier said that beneficiaries of equitable education should have the traits of being “able to name the world”, freedom of speech, freedom of the mind to perceive and express their mental and imaginative thought processes. Awareness of their right and duties, confidence to demand and hold governments in implementing agencies accountable for progressive realization of the right to education and for aspects of its quality. Besides, students receiving equitable education should be able to achieve economic, social and cultural objectives utilizing the knowledge and skills learned from the educational activities.
“We have seen that access to quality education is the engine that can lead to equity. The product of Equitable Education is Equitable Progress in all realms,” she said adding that one of the main factors that nations and organizations could not reach the goal targets of the Millennium Development Goals (MDG) was because of ‘poor education’ in the nations targeted for.
With Nagaland still lacking behind and the word ‘equitable’ or balanced development or progress becoming more prominent, perhaps one thing the government, society or individuals should look forward to seriously is how far the educational institutions or education system is able to provide equitable education in to all sections of the society. After all, no society progresses in isolation; and only quality education to only a section of the society would not lead to any balanced progress.