Higher Education Concerns in Nagaland

Higher education is vital today, as only a literate and educated society can take us forward. However, higher education in the government sector is in serious jeopardy primarily due to shortage of faculty and poor infrastructure. Despite numerous problems plaguing government institutions in Nagaland, some colleges have done reasonably well in the past. But times have changed. The old system has long been outdated, so the curriculum framework was redesigned in the National Education Policy (NEP) 2020. Value-based education with added expertise from skill education, internships, and research are now central to the policy, which is essential to produce employable youths. This policy allows flexible entry and exit points, with the essential provision that at every stage, a student exits with some expertise, making the programme meaningful. A college student opting out after successfully clearing the 2nd semester will earn a certificate, and one leaving after the 4th semester is awarded a diploma. After the 6th semester, a student earns a Bachelor’s degree. Those completing the 8th semester are eligible for admission to a one-year Master’s programme, while a select few may be directly admitted for PhD.

The national Gross Enrolment Ratio was 27.3% in 2020-21, but in Nagaland, it was just 18.7%. The NEP aims to raise this to 50% by 2035. Nagaland too must try to achieve this target. The vast coverage of the NEP poses implementation challenges. It was thus expected that the states expand their manpower and infrastructure, including digital, accordingly. About 10,000 students are annually admitted to government colleges in Nagaland. This accounts for only about 30% of the gross enrolment. In the implementation of NEP 2020 in Nagaland, the challenges of the government colleges include acute shortage of teachers, insufficient classrooms, furniture, etc. The government degree colleges of the state provide only for the 6-semester course. The government should seriously consider extending it to 8-semester programme in some of the older colleges, at least those with appreciable enrolment. The government colleges not only cater to the needy sections of society by way of affordable education, but also attract students from affluent families. By imparting quality education, Nagaland can also attract students from other states. Therefore, the government must enhance the budget for higher education.

The State Government banned contract appointments in 2016 due to large-scale mismanagement, so the department of Higher Education should have planned ahead to ensure that faculty positions were in place before implementation of the NEP. The Kohima Science College introduced Post Graduate and PhD programmes on attaining Autonomy, which also required more teachers. The 34 posts recently sent to the NPSC are grossly inadequate. The proposal of the department of Higher Education for an additional 129 posts should be positively considered by the government. Even with that, it is doubtful if the posts are adequate for the 17 government colleges. A detailed assessment has to be undertaken, and if there really is shortage, the government must create more posts. Pending post creation and recruitment, the government may consider appointment of guest faculty. Such posts should be widely advertised and only the best is selected through formal interviews at the Directorate level, with subject experts on the board. Guest faculty positions should automatically cease on appointment of regular teachers.

A matter of grave concern is that some posts of college departments reserved for certain backward tribes, could not be filled for some years. It appears that a Nagaland government order prevents the same from lapsing, resulting in such posts being kept indefinitely vacant for want of suitable candidates. This is highly damaging to those colleges suffering shortage of faculties. With low faculty strength, every position is important and should be filled immediately. Reservations should not exist in departments such as School and Higher Education, which requires timely-appointed, appropriately qualified individuals.

The NEP encourages institutional autonomy to deserving colleges, which is possible only with highly qualified faculty and enhanced infrastructure. We have three autonomous colleges in Nagaland, of which only one is government-run. With government support and dedicated faculties, autonomy of others too is possible. Nagaland has one central and four private universities, but not a single State University, while India has about 460 state public universities. With the help of its academicians, the government should seriously start planning for the establishment of at least one multidisciplinary, research State University.

In the contemporary job market the preference is for multi-disciplinary skills. Acknowledging this shift, the NEP 2020 seeks to prepare students for such demands. By adopting a curriculum that integrates diverse subjects, students develop versatile skills that are not confined to a specific field. This is in line with the current trend of employers worldwide seeking employees with wide knowledge, critical thinking, and adaptability. The main focus of the policy is quality, which translates to critical thinking and not rote learning. The present system, thus allows for students to opt from a list of elective, core, and soft skill courses, depending on their interests and aptitude. The NEP also recognises the importance of career guidance, so teachers are expected to enlighten students about real-world applications in their chosen disciplines. This is why the educational process must be streamlined by ensuring that teachers are equipped to guide students effectively. So, we need sufficient, good educators in place. Only then can we build a generation of students who will be assets to society; otherwise our students will be doomed to mediocrity.

The Nagaland Government is just not able to employ educated youths anymore, with the almost total saturation of government jobs. Entrepreneurship is extremely negligible. To top it all, we have largely been producing unemployable youths through our education system due to lack of teachers at various levels, right from primary school to college. The quality and integrity of teachers at many levels too are in doubt. It is a known fact that many teachers are highly insincere. The government should now act decisively by revamping the whole system; first by weeding out irregular, incompetent, and poorly qualified teachers at all levels. Recruiting qualified teachers and upgrading infrastructure from primary school to college level across the state should be the priority. The reason school education is brought into this discussion is because most students in the interior parts of Nagaland, who have only the benefit of government school education, just cannot compete with their counterparts in larger towns. This is UNJUST! Every child deserves an even playing field, to grow as equals, and to thrive. The government schools, particularly those of the interior areas, should be brought at par with the best. It is undoubtedly a daunting task but it is possible if there is a will. We can neither give the youths jobs, nor are we creating entrepreneurs. So, investing in education is the only option. As it is, there is already chaos in our society, with a time bomb ticking away fast. The consequences will be devastating. The government cannot shy away from this huge responsibility.

With good education, our youths can make it in the job market, even in other states or countries, or create jobs. Hence, the Nagaland government must invest in education, right from the primary level to University. For this, we need institutions of excellence; so creating posts and recruiting qualified and dedicated teachers is paramount. We also have to invest in quality infrastructure. We are very tolerant to insincere employees in the various government departments. There is total lack of accountability, which is there for all to see. But can we really afford truant teachers who are destroying generations of youths? Replacing them with qualified and sincere teachers will immediately solve some employment issues, and for the better. Moreover, these teachers will give us generations of employable youths, which will contribute to the progress and prosperity of our state. Let’s invest in Education!

G.T. Thong

Lower Agri Colony, Kohima