AP Francis Magh
The past and present Government of Nagaland along with bureaucrats are well known for having super concerned with its favourite devices of rhetoric,sermonising on professionalism and unimplemented warnings etc.from time to time upon its employees particularly the Department of School Education in Nagaland.Enough of good things have been said and heard.Nonetheless what effective action have been enforced so far?Have deeds of action outweighs refined speeches and benefitted the department?The word equality and justice have considerably deviated the department.More problems have erupted every now and then with no concrete solutions.Precisely owing to the blurred road maps, apathetic nature of the administrative authorities and low treatment of the matter of education by the think tank of the governments hindering the triumph of qualitative changes for improving the status of education and upon its employees.The successive governments have been committing a big blunder one after the other for not shifting its focus to uproot the pinching thorn and stop the perrenial muddy water from its sources.Unless phenomenal actions are activated with political will, it is next to impossible to see practical and acceptable changes within the department whatsoever the case maybe.
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The school education department with the distinction of employing the biggest employers in the public sectors in the state of Nagaland do not mean all is well within the department.It is still baffling and bemusing that ‘everybody knew the problems but nobody did anything’.The low and skew enrolment of government schools, dismal performance and poor results, notorious practice of proxy teachers coupled with ‘Communitization Act’,unequal promotional avenues and entitlements, substandard recruitment procedures, constant agitations due to regularly irregular payment of salaries and denial of opportunities in line with same state cadres for some of its employees(SSA and RMSA batches of 2010 & 2013 who are being relegated to a mere labourers),absence of common visions and haphazard development of internal and external infrastructures, negligence of differently able persons and its educators, mushrooming of associations and infighting within the same department etc.have propelled heavy burden and plight to the department.
What more practical and positive changes can be expected in the field of school education till the factors befalling the department are diagnosed with proper prescriptions? When will the school education department stop becoming the battle ground of politicians? Have ‘communitization act of education’ being able to bring appreciable development?Have less enrolment of students and huge number of teachers contributed greatly towards high literacy rate and quality education in Nagaland? Is it compulsory that every villages or wards to have schools?Transformational action must be the fillip of implementation in letter and in spirit with more autonomy powers thrust upon the respective head of institutions, more emphasis on preschool in the form of kindergarten,conglomerate schools of every villages and towns with classes starting from pre-primary to higher secondary/high school/middle school/primary depending on enrolment, proportionate placement of teachers to all schools,specific recruitment of teachers through competitive examination such as NPSC for gazette post and non gazette post through ‘Common State Selection Board’,equal promotional avenues without stagnation, bifurcation/trifurcation of department if need be to reduce its likely exploded burden,updated common syllabus and common examination for students, timely distribution of textbooks, adequate provisions of subject teachers,enhanced teaching learning process with use of IT, development of school infrastructures, stress on extra curricular activities etc. can atleast to a great extend uplift the image of the deadening department and regain the regard of the public better than the present pathetic trend.How long will the citizens wait and watch the happening reality of the snail pace development of human resources in school education sector?
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