By - Asangba Tzudir
On August 2, 2025, Nagaland Chief Minister Neiphiu Rio virtually inaugurated 51 school infrastructure projects under the Samagra Shiksha Abhiyan, marking a pivotal moment in the state’s educational transformation. The number may look small compared to the number of schools in Nagaland but since the introduction of SSA and RMSA and now functioning as Samaghra Shiksha Abhiyan has hugely made transformative strides especially development of schools infrastructure in the State. The breakup of the 51 projects as reported in the Times of India comprises of 15 new school buildings, expansions of classrooms in 17 schools, 18 teachers’ quarters, and a residential hostel. These projects are reflective of a long-term investment in equitable, quality education across Nagaland.
Rio very aptly emphasized on permanent, high‐quality structures and which is integral to addressing a chronic issue as many schools in the state relies on temporary or kutcha buildings which is not at all conducive for teaching and learning. The implementation of these projects marks a shift towards infrastructural durability, safety, and academic seriousness in delivering quality education and learning.
However, the Chief Minister also underlined that infrastructure alone is not sufficient. While emphasizing on the need for systematic community participation, the Chief Minister stressed on issues of ownership, care and maintenance, and monitoring which are essential for the sustenance of these projects. Despite the challenges posed by Nagaland’s rugged topography, Rio emphasized the steady progress in improving education infrastructure across the districts. Such infrastructural projects should lay the groundwork for inclusion so that education becomes accessible to all tribes, economically disadvantaged, and communities living in remote areas. Additionally, the Samagra Shiksha Abhiyan is in alignment with the National Education Policy 2020 offering free textbooks, smart classrooms, and teacher training, thereby reinforcing both access and quality.
Statistically, it is reported that there are 16,087 rooms in government schools, out of which 86% serve instructional purposes, while buildings are categorized by its condition thereby enabling the Department to prioritize urgent repairs, upgradation, and resource allocation to enhance learning environments. These are matters of great importance because education is the foundation for empowering people, drives economic growth, and opens opportunities towards building a responsible society. As such, infrastructural development is not just about physical development but a tool for social transformation.
However, to realize this potential calls for some strategic actions action plans. Firstly, the need for investing in capacity building alongside new buildings, and ensure that teachers benefit from continuous training and pedagogical support. It needs to be taken in all seriousness in order to meet the evolving learning needs of the students. Secondly, there is need for fostering community ownership. Community ownership is integral to growth, development and sustenance of educational institutions. A sense of greater responsibility needs to be instilled on local stakeholders like parents, village councils, PTA groups towards stewarding usage, maintenance and sustenance. Thirdly, there is need for constant monitoring and evaluating outcomes. Doing so creates a continuous process in the path of learning, and not simply for the sake of it but to attain the learning objectives and outcomes. AS such it is important to keep a track on student enrollment, retention, performance, and facilities provided. Fourthly, infrastructure needs to be aligned with learning goals starting with smart classrooms towards delivering student-centred education in tune with NEP 2020 vision. Fifthly, but not the last, there has to be a rural outreach plan. While connectivity and place of posting is a serious concern for teachers and for retaining teachers as well as students, hostels for students and teachers’ quarters are key parameters in the delivery of education.
Nagaland’s goal of bringing back 100,000 children into the school system by 2030 largely depends on infrastructural growth and accessibility and also ensuring that learning happens in a safe environment and where learning is both inclusive and enriching. With quality infrastructure at the foundation, Nagaland can refocus on improving student learning outcomes, teacher effectiveness, and equitable opportunities.
In sum, while the virtual launch of 51 infrastructure projects underlines Nagaland’s commitment to strengthening the foundation of education, it needs to go beyond permanent well constructed buildings, teacher residences, and enlarged classrooms, which are necessary though not sufficient. Infrastructural development should be sustained through consistent community engagement, pedagogical investments, and rigorous monitoring. Only then can these physical structures evolve into vibrant spaces of learning, thereby shaping not just educated individuals but give form, content and empower Nagaland.
(Dr. Asangba Tzudir writes a weekly guest editorial for The Morung Express. Comments can be emailed to asangtz@gmail.com)
