Nagaland targets 2,500 youths under One Million Voices initiative to identify education challenges and improve schools
‘One Million Voices’ initiative to engage up to 2,500 young people in identifying gaps and priorities in the education system
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KOHIMA — The Department of School Education is targeting up to 2,500 young people in Nagaland under the ‘One Million Voices’ initiative to understand their aspirations and concerns and make the state's education system more responsive to their needs.
Advisor for School Education Dr. Kekhrielhoulie Yhome announced this during a press conference at the Directorate of School Education (DoSE) in Kohima on Thursday.
He said the initiative would initially engage around 1,000 participants, with the possibility of increasing the number to 2,500 to gain a broader understanding of the challenges facing young people.
The initiative is part of Shikshagraha, an education movement aimed at gathering one million voices across India among people aged 12–25, under a larger global movement seeking to engage one billion children.
Clarifying that it was not a government initiative, Yhome said the collaborative movement was supported by philanthropic and knowledge partners, with the Nagaland government joining the effort. The exercise is expected to conclude next year.
He said the initiative would adopt a bottom-up approach by engaging students, parents and communities to identify shortcomings in the existing education system and areas requiring improvement.
Yhome pointed out that many parents continued to prefer private schools, sometimes despite financial constraints, even though government schools had trained teachers.
He said the department needed to understand the reasons behind this trend through direct interaction with parents and students.
Identifying infrastructure, human resource management and curriculum revision as the three major areas requiring reform, Yhome acknowledged the poor condition of government school buildings, with some reportedly not having undergone repairs since the 1980s. He also highlighted the need to strengthen teacher management and leadership at school, field and district levels.
On curriculum reform, he said the department was developing an artificial intelligence (AI) curriculum in collaboration with a knowledge partner under Mission SOAR, with plans to introduce it from Class 6 next year. The department also hoped to extend it to Class 3, subject to improvements in infrastructure.
AI education has already been introduced on a pilot basis at three government schools — GMS Forest, Sovima, and GHSS Jotsoma. The department would assess the initial response and outcomes before expanding the programme.
Nagaland was also working towards formulating a state policy on AI safety protocols, he added.
Emphasising the importance of digital infrastructure, Yhome said internet connectivity and devices such as Chromebooks were essential for digital education.
The department was exploring satellite-based solutions to connect schools in remote areas where conventional internet services remained unreliable, particularly during the monsoon.
He maintained that geographical location should not deprive any child of access to digital learning.
Yhome also outlined five dimensions of future readiness that schools needed to nurture among students: agency, awareness, connectedness, well-being and the ability to learn continuously.
These included independent thinking, informed decision-making, awareness of opportunities beyond textbooks, meaningful relationships and adaptability.
Expressing concern over growing competition among students and their exposure to large volumes of information through social media, he stressed the need to prioritise mental well-being.
The department was considering engaging church bodies through pastoral counselling to strengthen student support systems, noting that teachers were not adequately trained to identify and address mental health concerns.
He further stressed the need to link vocational education with gainful employment, stating that training would have limited value unless it led to meaningful job opportunities.
Pointing out that around 75–80% of Nagaland's population remained dependent on agriculture, Yhome said modern farming practices, improved technologies, crop selection, high-yielding varieties and soil conservation should be incorporated into classroom learning.
On textbook development, he said the State Council of Educational Research and Training (SCERT) was preparing textbooks suited to Nagaland, while National Council of Educational Research and Training (NCERT) textbooks continued to be used, particularly in science and mathematics.
He added that the National Education Policy (NEP) provided opportunities to incorporate mother-tongue learning and indigenous knowledge systems into the curriculum.
Yhome maintained that students should not have to wait for improvements in infrastructure to receive quality education, adding that the department was identifying and adapting practices suited to the state's requirements.
He said the findings of the ‘One Million Voices’ initiative would help shape a more responsive education system. The outcomes are expected to be discussed at an education festival in Bengaluru in February 2027.