Dr Asangba Tzüdir
When a society finds itself depressingly filled with problems and negativities of all sorts, the little ray of hope also makes way for wish. One cannot expect or hope that tomorrow will be better than today. The hope for a better tomorrow becomes a wishful thinking and further draws the mind into skepticism. This has happened to Naga society because of a moral crisis. This moral crisis has defeated the sense of truth and honesty; duty and responsibility. Selfishness, greed and the culture of ‘undeserved eating’ seems to have replaced the moral order today.
Quality education, the herb that can cure the various ailments and to restore a moral order has been found wanting in our present education system. This is attested by the deplorable condition of government schools in our state. The problems are one too many and it is collectively deteriorating the overall pedagogical health of the government schools. The question is…who is responsible for this condition?
To begin with, how much will it motivate a teacher to teach and for the students to learn effectively if the classrooms are not well partitioned? This is just a case in point among the many that play as de-motivating factors. Under SSA, infrastructure especially the school building has been given a better face-lift but much more is left wanting. The absence of proper infrastructure has only instigated further impediments. Now who should question the lack of proper infrastructure and to whom? The test of only the ‘righteous can throw the stone’ seem to fit the bill here.
The nutritional norm under mid-day meal scheme has prescribed a standard nutritional content of 450 calories per day per students of primary classed, and 750 calories for upper primary section. The specified protein should be 12 gms and 20 gms respectively for these two sections. And whereas, the central government provides 100% funding for food transport assistance; kitchen devices; and management/monitoring expenses, the question is whether the schools are providing mid-day meals on a daily basis within this specified standard. If that is too big a question, then, a lesser one is, how many times a year does a school provide mid day meal.
Further, the student’s enrolment in most schools especially in the urban areas may be inflated than the actual, but what purpose does it serve? The schemes under SSA are meant to benefit the students and the teachers and the school at large but what good is a scheme if it is not properly implemented and rather diverted for the benefit of a few. Highlighting the ‘problems’ besides being many will reveal the ‘moral status’ and perhaps a possible way forward solution.
The presence of proper infrastructure is integral to delivering quality education so also to function like a proper school. Yet, on the other hand, a school cannot be strictly considered as a school without a ‘proper’ and a morally responsible teacher. There are pressing concerns regarding the culture of keeping proxy teachers, teacher absenteeism and irregularities. Comparatively, the government schools teachers are paid well than the private school teachers and enjoy more ‘non-working days’ besides much lesser working hours. As a teacher, a distinction needs to be drawn between ones moral foundation and self-interest. That, teaching profession and being a teacher should not be taken as an end of earning a livelihood but should take it up with a sense of responsibility knowing that the life and future of the students rests with the teacher. Thus, in the profession of teaching, a ‘moral responsibility’ should precede self-interest as well as the callous attitude towards the profession. This has been found wanting in government schools.
Government schools have a long way to go when it comes to result oriented quality education. The ailing government schools can be solved only by addressing the problems and needs of each school and one that is action oriented. Stringent measures too, needs to be adopted. For this, a collective effort is required starting from the department concerned, the teachers, parents, students and the active participation of the community at large. This calls for a sense of collective responsibility, and a committed approach towards providing quality education to the students.
Building the overall aspects that goes into delivering quality education will go a long way in solving this moral crisis. Our education system should be able to prepare a student for future so also the greater responsibility of making each student a moral being.
(Dr. Asangba Tzüdir writes a weekly guest editorial for The Morung Express. Comments can be mailed to asangtz@gmail.com)
