Students are seen appearing NBSE HSSLC exam at New Horizon School, Provisional examination centres on April 6. HSSLC Examination, a total of 16835 candidates (Arts-13024 and Commerce-1347 and Science-2464) would be appearing from 96 provisional examination centres. Out of 16835 candidates,8194 are boys and 8641 are girls.(Morung Photo by Soreishim Mahong)
Dimapur, June 7 (MExN): The credibility of government schools in Nagaland has once again come under question, with 26 schools producing zero pass percentage in the recent High School Leaving Certificate (HSLC) examination. The factors leading to this poor performance are myriad. It is the infrastructure, the administration, the inefficient teachers, the community and the very system itself.
The All Nagaland School Teachers Association (ANSTA) has even mentioned “poor quality/ background of the students” as one of the reasons in its letter to the Principal Director of School Education. However, it may not be justified to blame the students, who are victims of the system, and whose educational background had been established by the same teachers. “That’s a highly prejudiced opinion and general misconception,” states Zanbeni, a government school teacher. “Almost all the students in my school are from poor background, but one of them secured first position in HSSLC exam when none of the private schools in the Town could produce one.”
Meanwhile, a teacher in Kiphire disagrees with this view. He says most of the students in government schools are domestic helps who do not get enough time to devote to studies, or people from villages living in towns without the supervision of the parents. “Without the cooperation of the parents, teachers alone cannot help the students,” he maintains.
“Many teachers (government) say that even if we teach them (students), they won’t understand,” Zanbeni points out about the ‘prejudices’. This “lack of respect” for the students definitely comes in the way of imparting quality education, especially in the elementary level. “Most of the teachers do not have determination, or passion to prepare the students for the future. It’s only for money they teach.”
Elementary education was communitized in 2002 in the State, thus empowering the community to ensure proper functioning of the school. But, in a society where nepotism has plagued every nook and corner, it has not helped much in uplifting the educational system. The concept of “communitization” has done very little to contain the menace of ‘substitution’ and irregularity of teachers. Thus, the involvement of the community also needs to be questioned. “When it comes to government schools, even the society looks down on it,” states the teacher from Kiphire.
The craze for government jobs and its handsome packages entice many people to take up any kinds of government jobs, regardless of one’s interest or passion.
And with many new government schools being set up, more opportunities are available in the Education Department. But, when teachers are posted to some far flung areas, most people opt for ‘substitute teachers’. And in most cases, the substitute teachers are less qualified than the ones officially appointed. So, a class X or Class XII failed could very well substitute a Graduate Teacher. This ‘substitute’ issue is rampant and not a new phenomenon in rural areas. “In any establishment or system, leaving it to one’s moral responsibility won’t work,” Zanbeni adds on substitution and the inefficiency of teachers. “The authorities concerned have to check.”
Poor infrastructure is also a contributing factor to this vicious circle, where ironically, the “future of the society” is at the receiving end. The teacher from Kiphire points out that some villages, where government schools are located do not have motorways. “So teachers from such villages have to miss class for a week or so when they go to collect salary from the town.” But, again in the midst of this haphazard way of functioning, there are some teachers who get paid for nothing, as “there are no students in their schools.”
There is no doubt the State lacks in quality education generally, but this apathy towards government schools deprive many children, especially from the poorer section of the society of their basic rights to education. Until and unless, corrective measures are taken to overhaul the public education sector, the divide between the government school- educated and private school- educated will only increase, and the government’s effort to provide education to all to ensure better future will remain a farce.
