-All Nagaland Private Schools’ Association*
Education today stands at a turning point. The National Education Policy (NEP) calls for a shift from rote learning and rigid systems toward education that develops skills, creativity, and real-world competence. For this shift to succeed, school autonomy and innovation are essential. Nowhere is this more relevant than in regions like Nagaland, where young people must be prepared to actively contribute to the building of our society.
To realize this transformation, it is important to recognize the vital role of school autonomy, the need for continuous innovation, and the evolving partnership between schools and parents.
Innovation and Private Schools
One of the defining strengths of the private education sector is its ability to innovate and continuously improve. Private schools are often able to respond quickly to new educational needs, introduce improved teaching methods, and adapt programs to benefit students.
Innovation in education is the foundation of quality. Modern classrooms are no longer limited to textbooks and lectures. Schools are increasingly adopting concept-based learning, interdisciplinary teaching, experiential projects, competency-based assessments, and vocational courses to help students understand ideas deeply rather than merely memorize them.
In Nagaland, many private schools have taken the initiative to introduce activities, sports, projects, and practical learning opportunities that broaden students’ experiences beyond traditional classroom instruction. These efforts are often undertaken without external funding and are sustained through the commitment of school managements, teachers, and parents who believe in the long-term value of quality education.
Without the freedom to innovate, schools risk becoming stagnant, and education risks becoming outdated.
Vocational Education
For decades, vocational education was wrongly perceived as secondary to academic education. The NEP challenges this mindset by emphasizing that vocational skills are essential for the future.
Skills such as coding, entrepreneurship, communication, and practical problem-solving are no longer optional extras; they are essential competencies in a rapidly changing world where careers are evolving and traditional job pathways are transforming.
This is particularly important in the North-Eastern region, where self-employment and skill-based professions play a vital role in economic development. Schools that integrate such learning help students prepare not only for examinations but also for real life.
Vocational education does not replace academic subjects; it strengthens them by connecting knowledge to practical application. Schools must therefore be given the flexibility to integrate such learning while continuing to teach the core subjects required by the Board. Schools should also have the freedom to choose and design vocational offerings based on the needs of their students, local opportunities, and available resources.
From ‘Exam-Ready’ to ‘Life-Ready’
One of the major challenges in modern education is the excessive focus on board examinations. While examinations are important, they should not become the sole purpose of schooling.
Competency-Based Education shifts the focus from memorization to application and asks a simple but powerful question: What can a student do with what they have learned? This approach reflects contemporary educational practices that emphasize conceptual understanding, transferable skills, and the application of knowledge in real-life contexts.
This applies not only to co-curricular areas but also to core subjects. Usable English, practical mathematics, and scientific thinking that can be applied in real-life situations are essential outcomes of meaningful education. Even within subjects such as mathematics and science, learning must go beyond marks to developing understanding, reasoning, and the ability to apply knowledge.
Subjects such as sports, music, art, public speaking, digital skills, and project-based learning may not always carry external examination weight, yet they play a crucial role in shaping confidence, discipline, teamwork, creativity, and resilience. Schools across Nagaland are working to make such co-curricular and experiential programs essential components of education, helping students discover talents that may otherwise remain hidden in a purely exam-focused system.
An education system that values only marks risks overlooking the broader development of the child. Schools must therefore balance academic rigor with holistic development so that students become not only exam-ready but life-ready.
The Real Cost of Quality
It is a simple but important truth that quality education comes at a cost.
The expectations placed on modern schools are far greater than in the past, especially in the context of the NEP. Smaller class sizes, safe infrastructure, well-maintained facilities, laboratories, sports equipment, digital tools, multiple subjects, trained teachers, and continuous professional development all require sustained investment.
In Nagaland, private schools operate without the large grants or infrastructure support available in some other regions. Many institutions invest heavily, and others are working toward increased investment in teacher training, learning resources, and student activities to maintain standards. Schools also strive to manage costs responsibly and ensure that resources are used to improve student learning.
As society expects higher standards from schools, it must also recognize that these standards involve real financial commitments. Education should therefore be viewed as an investment in human capital, not merely an expense. The long-term benefits of quality education far outweigh the immediate costs.
Protecting the Learning Environment
Schools are environments where young minds are shaped, and educational matters require sensitivity, patience, and constructive dialogue. When disagreements arise, they should be handled in ways that protect the psychological safety of students and the stability of institutions.
Media Responsibility: Bringing cameras, protests, or public confrontation into school premises can create anxiety among children and disrupt the learning atmosphere. Educational concerns are best addressed through structured dialogue rather than public spectacle. The media also has a responsibility to report educational matters with sensitivity and balance, keeping in mind that schools are spaces meant for learning and the well-being of children.
Examination Sanctity: Examination centers must remain zones of peace, concentration, and discipline. Any disturbance during examinations can affect students’ performance and cause unnecessary stress.
Constructive Dialogue: Schools benefit from constructive engagement among stakeholders, including parents, teachers, and school management, and concerns are best addressed through appropriate channels. If issues cannot be resolved through internal dialogue, the appropriate course is to approach the competent government authority under which schools operate.
While civil society organizations play an important role in our community, educational matters require careful, professional, and patient planning. Actions that create undue pressure or issue ultimatums in matters of educational planning and decision-making can make constructive resolution more difficult and may ultimately affect the stability of the school and the learning environment for students.
Trust and the Educational Partnership
Education is built on trust. Parents entrust schools with the responsibility of guiding their children not only academically but also morally and socially. At the same time, schools rely on parents to support the learning environment and reinforce values at home.
Diversity in educational approaches is strength of the system, and choice is an important part of that strength. Parents play an important role in giving feedback and suggestions, and schools benefit from such constructive engagement. At the same time, changes to curriculum and academic methods require careful planning and professional judgment, and are best addressed through dialogue rather than pressure or confrontation.
Confrontation can also send children the wrong message about how disagreements should be handled in society. Children learn not only from what we teach them, but also from how adults behave in moments of disagreement.
Conclusion
The goal of every school and every parent is ultimately the same - the growth, confidence, and flourishing of the child.
Nagaland has always valued education as a pathway to progress. By supporting school autonomy, encouraging innovation, and recognizing the real costs of quality education, we can ensure that our schools remain vibrant centers of learning. Autonomy does not weaken education; it strengthens it, when guided by responsibility, professionalism, and a shared commitment to children.
ANPSA calls upon all stakeholders to work together in trust and responsibility so that the future of our children remains the central focus of education in Nagaland.
Statement issued by ANPSA Central President, Bithungo Kikon and General Secretary, Ketoulhou Sekhose
