In the ongoing development at the centre, involving a highly regarded office of the Union Human Resources Development (HRD) Minister in the Modi cabinet, Smriti Irani is embroiled in an ugly hullabaloo about the authenticity of her educational credential. The opposition party has a legitimate reason to question the caliber and veracity of any person with ambiguous background who aspires to hold public office of great significance like the HRD. Ministry of HRD deals with primary and secondary education, adult education, literacy, university education, scholarship etc. In fact, until 1985 it used to be called the Education Ministry.
If what the Congress party alleges about her educational qualification is right, can an undergraduate Minister run a national affair of a department like Human Resources Development? Can we expect from a leader with dubious background to take India to a level close to countries that have fared so well in the field of education? Narrowing it down from the national stage back to our home ground, how well are we faring in the field of education. The story is not encouraging.
After the declaration of HSLC & HSSLC results and the subsequent hunt for the best institutions, the dust of commotion kicked up by a combined reaction of excitement and exasperation has finally settled down. As concerned laymen and professionals, students and parents, it is imperative to assess the quality of education and its institutions in our state. To the school authorities and teachers: Are you happy that you have produced the best result of the year? Are our toppers from our Board on par with the toppers of other Boards and states? To the guardians and parents: Are you now happy that you have secured a seat for your ward in the best school in the state?
To everyone: What makes a school a good school? The obvious answers are: A school that has the best infrastructure. A school that has a strong team of trained teachers. A school that has produced 100% passed result. A school that has produced the highest number of distinctions and toppers. These are definitely some of the indicators of a good school. But there is more to it than these. Majority of the schools that produce good result in the final examination are invariably the same schools that receive good students during admission. Generally, these are private-run-institutions that screen out weaker applicants by means of selection or entrance examination prior to admission - a travesty to the government policy of free and compulsory education for all the children. On the other hand, majority of the schools that produce poor result are also the same schools that admit below average students. And in this case, government schools bear the brunt of poor management and unsolicited pressure from various ends.
There are several essential components involved in the making of a good institution, but I wish to underscore one reality. A school is a good school, if it admits below average students and produces an average level result. It will be an exceptionally good school, if a school admits below average students and yet produces an above average standard result. If this yardstick is applied to determine the standard of schools in Nagaland, the result may embarrass many of the so-called good institutions. The bottom line is that any good institution worth its name should meet this challenge head-on, if it should enjoy the good faith of the people ― dare to admit a week applicant and turn him/her into a good graduate. Such is the touchstone of a good school.
Rümatho Nyusou, SBS, Zubza
