Moa Jamir
All stakeholders must act on NBSE's call for urgent reforms
The Nagaland Board of School Education’s (NBSE) analysis of the 2024 Class XI Promotion Examination answers scripts paints a worrying picture of the state of education in Nagaland. The Board’s internal analysis revealed glaring gaps in learning, pointing to systemic failures in both student preparedness and teaching methodology.
At the heart of the issue, as observed by the analysis, is a lack of basic knowledge, comprehension, and reading skills among students. It is alarming that many Class XI students—having completed ten years of formal education—are unable to grasp even fundamental concepts. This reflects not just a failure on the part of the students but also a larger systemic flaw in how education is being delivered in schools across the state.
The NBSE’s observation that students struggled with even Multiple Choice Questions (MCQs) and competency-based tasks raises questions about both teaching methods and student engagement. The English language performance, in particular, offers a glimpse into the broader crisis. The students' inability to answer direct questions, poor sentence construction and comprehension, and spelling errors point to a significant breakdown in foundational learning.
Supporting these findings, the Annual Status of Education Report (ASER) provides troubling statistics. The ASER 2024 report reveals that while the ability to read English is reasonably high in Nagaland, comprehension remains inadequate. Only 54.8% of students could read Standard I level text could understand instruction on a medicine packet, compared to 65.1% nationally. The ASER 2022 data presents an even more worrying trend, with a decline in English reading and comprehension among children in Standard V and VIII.
Adding to the concern, the dropout rate in secondary education is alarmingly high. According to the Unified District Information System for Education Plus (UDISE+) 2021-22 report, the dropout rate for Classes 9-10 in Nagaland stands at 17.5%, a sharp rise from 4% in the upper primary levels. This spike suggests significant issues in student retention and engagement at critical stages of education.
These findings are interconnected. A lack of foundational skills can lead to disengagement and frustration, contributing to higher dropout rates. Conversely, a high dropout rate can further exacerbate the learning crisis as students who leave school miss out on essential education and skills. The impact of pervasive technology on students' learning outcomes cannot be overlooked.
Equally troubling is the revelation of arbitrary and inconsistent marking by teachers. The NBSE’s 2024 analysis found instances of over-marking and neglecting correct answers, undermining the credibility of assessments. The fact that some teachers were unfamiliar with the correct answers for MCQs is a serious concern that points to broader issues in teacher training and examination procedures.
The NBSE's report offers a clear set of recommendations to address these challenges. A critical step is moving away from the current culture of rote learning and 'spoon-feeding' towards a focus on conceptual understanding a critical thinking and self-learning. Additionally, the Board calls for more interactive classroom environments and personalised attention for students with special needs, rather than the teacher-centric, autocratic one-way approach.
However, the onus of change cannot rest solely on students and teachers. Heads of institutions and other stakeholders must take a proactive role. The NBSE's analysis serves as a wake-up call and these identified gaps are not addressed, the State could face a future where its youth are ill-prepared for future challenges while the education system risks further decline.
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