M Zachamo Ezung
Concerned Citizen
Nagaland stands at a defining moment in its journey toward progress. Education, as the foundation of any modern society, must be placed at the center of this transformation. The growing dependence on private schools and colleges has not only strained household economies but has also weakened confidence in public institutions. It is time for a serious, united, and visionary approach to strengthen government education so that it once again becomes the pride of the people.
Our government—being a pro-people government—must give urgent and thoughtful attention to this issue. Education cannot be treated as a routine administrative responsibility; it must be viewed as a long-term investment in the future of Nagaland. When government schools and colleges are strong, accessible, and trusted, the entire society benefits. The burden on families is reduced, opportunities become more equal, and the foundation for sustainable development is strengthened.
Today, many families in Nagaland are under financial pressure due to the rising cost of private education. Fees, transportation, hostel expenses, and additional coaching have become a heavy burden, especially for middle- and low-income households. If government institutions provide quality education, this burden can be significantly eased. The money saved by families can then be redirected toward better healthcare, nutrition, housing, and small-scale economic activities. In this way, improving government education directly contributes to strengthening the local economy and enhancing the overall standard of living.
However, this transformation cannot be achieved by the government alone. Every village, town, and ward council must actively support this initiative. Local governance bodies play a vital role in shaping community priorities. When village councils and ward authorities take ownership of schools—by monitoring, encouraging, and supporting them—education becomes a shared mission rather than a distant responsibility. Such community involvement fosters accountability, discipline, and a sense of collective pride in public institutions.
Nagaland can draw valuable lessons from regions that have successfully transformed their education systems. For instance, Kerala is widely recognized for its strong public education system, high literacy rate, and emphasis on equality. Government schools there are well-supported by the community, and education is treated as a social priority, contributing to better health, economic stability, and human development.
Similarly, Delhi has demonstrated how focused attention on government schools can bring remarkable change. Through strong leadership, administrative commitment, and community engagement, public schools in Delhi have significantly improved infrastructure, teaching quality, and student outcomes. As a result, many parents who once preferred private schools are now placing renewed trust in government institutions.
On a global level, countries like Finland have shown that a strong public education system can outperform private competition. Finland’s success is built on trust in teachers, equal opportunities for all students, and a system that prioritizes understanding over rote learning. Education is treated as a public good rather than a commercial enterprise, resulting in one of the most effective systems in the world.
These examples clearly show that transformation is possible when there is vision, commitment, and collective effort. Nagaland, with its strong community structure and cultural unity, has an even greater advantage. Tribal hohos, student bodies, and church organizations can play a powerful role in supporting education. Churches, in particular, can emphasize the importance of learning, discipline, and responsibility, helping shape the mindset of young people and families.
Leaders, MLAs, government departments, and educators must come together with a shared purpose. Policies must reflect seriousness, administration must ensure accountability, and teachers must uphold their responsibilities with dedication. Society must also recognize that education is not solely the government’s duty but a collective responsibility that determines the future of generations.
The need of the hour is clear: a united movement to strengthen government schools and colleges. This is not just about education—it is about transforming Nagaland into a modern, self-reliant, and progressive society. When public education becomes strong and trusted, it creates a ripple effect across all sectors, including economic growth, social harmony, and human development.
In conclusion, Nagaland has the potential to emerge as a model of educational and social transformation. However, this requires serious thought, visionary leadership, and active participation from every section of society. If government institutions are strengthened with sincerity and unity, they can once again become the backbone of the state. The path to a modern world begins in our classrooms, and the responsibility to build that future lies with all of us.
