Once again we have arrived at that time of the year when preparations for the looming school exams in schools across the state begin to gather pace. And for quite some years now, maybe decades, this usually means that we are treated to the sight of students thronging the gates of teachers or tuition centres – after school. In the case of more affluent homes, it is the teacher arriving at their gates. As reported by Eastern Mirror in our Monday edition, it is the time when private tutors make exorbitant hay while the sun shines.
While the focus of our report was on the charge of exorbitant fee by private tutors, this column would like to forward the question: why does private tuition thrive in Nagaland? By now it has acquired the status of a parallel education system. One compelling factor is that our education system is utterly examination-oriented. As is the case across India, in Nagaland also the marks secured in the exams are used as the sole criterion to measure a student’s abilities. Conversely the common denominator for all parents, while considering the options to enrol their children in any school, is the performance of the schools in examinations – not the quality of teaching.
In the process the very purpose of education – which is to allow students nurture and express their innate potentials – is defeated. Rather it has created an ecosystem that encourages students to be spoon-fed. And the parents are willing to pay any amount in order to let their children be spoon-fed. This is a very toxic ecosystem. Yes, not all students are same. And perhaps, the school curriculum is making it difficult for the teachers to devote due attention to each and every student in the classroom. But the schools can always arrange extra classes for those students. If consulted, the parents would be more than willing to pay some nominal fee.
But there is something really wrong with the system if it results in student paying for extra lessons after school hours. Here the students cannot be blamed. Not everyone has the same IQ or the mental aptitude. It is in recognition of this factor that any education system must be founded. In any case, if your students or their parents are willing to pay you more money to teach the same thing that you have been paid by the schools to teach, then aren’t you failing in your duty as a teacher? Does your status as the best tutor not call into question your credentials as a teacher?
These are the immediate questions that confront us. No doubt, there are many more dynamics involved in this story. Readers may recall the MAT awards ceremony held recently at Dimapur, in which one of the Trustees had presented an interesting take on the confusion that surrounds the definition of ‘quality education’ in Nagaland. He had pointed out how the education department had a lion’s share of 10.6% of the state budget even as student enrolment for HSLC level was only 27%. On the other hand, the private sector recorded 73% enrolment but government investment via the state budget was ‘practically 0%.’
From another point of view, the growing culture of private tuition in our state could also be read as an (odd) manifestation of the parents’ dissatisfaction with the school/education system. If we are to confront this issue seriously, we must have all the stakeholders – parents, school authorities and student community – in one platform.
