More than Promises: On School Infrastructure in Nagaland

Earlier this month, Nagaland Chief Minister Neiphiu Rio virtually inaugurated as many as 51 school infrastructure facilities spread across the state. These projects funded under Samagra Shiksha, a centrally sponsored overarching programme for school education with an aim to enhance learning outcomes by providing equal opportunities and access to quality education, will help address infrastructure issues faced by most government schools. For a state with nearly 2000 government schools, this is just a baby step, but every little move that will strengthen the education sector should be welcomed, appreciated and encouraged. A fact that people rarely talk about and don’t seem to care about anymore is the dilapidated condition of government school buildings. It usually comes to light only when student bodies and civil society organisations express displeasure or through media reports. Social media users come in droves to express shock after seeing visuals of school infrastructure in shambles and criticise the government for it, only to forget soon. Public memory is short. Pressing issues concerning schools that require immediate attention and action are often met with an indifferent attitude. But who stands to lose? Everyone -- students in particular and the society in general.

The irony is some talk about smart classrooms equipped with technological devices like computers, interactive whiteboards and projectors to enhance the learning experience for students, while others are crying for decent classrooms with roofs over their heads. On top of this, the school infrastructure divide between urban and rural areas is huge. For instance, many schools in Nagaland, especially those in rural areas, are left neglected, either not renovated for decades or having no facilities (structure/building) altogether. Besides the uneven distribution of educational institutions, many government schools in urban areas reportedly have surplus teachers, while those in remote areas face acute shortages. Be it infrastructure or manpower, the contrast is like fire and water, though within the same state. This results in depriving children from less privileged families of quality education. The state government should address this disparity with resolve by enhancing school infrastructure and facilities in rural areas. Interestingly, Advisor for School Education and SCERT Dr. Kekhrielhoulie Yhome has stated that the department aims to bring back about one lakh students to the school system by 2030. If materialised, it will transform the education sector in the state as well as lives. It will be a herculean task to achieve this target, but it is not impossible. What is needed is political will and active community participation with special focus on rural areas. Besides infrastructure, the issue of absenteeism or proxy teaching practice has to be addressed in order to revive government schools and provide quality education.