On 15th March 2014, the Angami Students Union wrote to the Education Minister of Nagaland and copies were sent to all the 60 members of Nagaland Legislative Assembly and all the Nagaland based students organization to lobby the State Assembly. It is not confirmed yet whether the matter will be taken up in the State Assembly. The Hon’ble Minister, Education Government of Nagaland. Subject: - REPRESENTATION Honorable Sir, Even as you are aware of the matters we are addressing you through this representation, we bring to your esteemed authority three urgent and pressing matters which require urgent redressal. We are constructively placing these matters before you and it is our sincere hope and prayer that necessary measures would be initiated by the Government and the concerned department as the matters pertains to the wellbeing of our educational system and society. The three points are placed before you hereunder;- 1. Right to Education Act (RTE) 2009 has been introduced in Nagaland and it has been observed that RTE would benefit the students. It is true that the act has benefited the students through its universally accepted policy of education for all. However, there are alarming realities that this act has produced. Certain unprecedented technical failures are being confronted both by the students and the system itself. The non-detention policy until standard 8 under the act is the most crucial and inapplicable factor to our education system. It is also arguable that if there had been any government policy for alternate measures in place for the drop outs in this filtering process, then perhaps, the act would normally run smoothly. However, the situational predicament of RTE in Nagaland speaks volume on the demerits on RTE which needs rectification in this particular area. In 2013, 35000 students’ appeared in standard ninth (9) among which 15000 students failed and 20,000 passed which mean 57 % passed and 43% failed. If this trend continues at an average 10,000 drop outs every year, our education system itself has the alarming potentiality to produce 50,000 drop out in a period of 5 years. In the face of failure to impart or gain requisite fundamental knowledge in the nascent stage, the students cannot be expected to do a simple mathematical equation in standard 9 without the simplest knowledge of 0+1=1 or simple knowledge of what is noun or pronoun. The complacent and very casual manner of both the teachers and students with least concern of giving any effort in most cases and coupled with that, very casual notion that no matter whatever the case maybe, none can be detained is taking a very heavy toll and we can be assured that our state will pay a very heavy price with far reaching ramifications. 2. Comparative results between Government run and Private run institutions shows that the passed percentage or rather success of private undertakings fare much better than the Government undertaking institutions. It is true that Private institutions admits the best students or frames their admission criteria and the government schools accommodate every student. And whereas the government undertaking institutions are getting huge amount of funding under RMSA and SSA schemes, the private institutions without such funding could still succeed. The more experienced teachers and best recruited through NPSC are in the Government institutions. Most private institutions are operated by the community or the Churches in Nagaland. Such community sponsored institutions deserves attention by the Government. It is an undeniable fact that less economically privileged students are unable to pursue their studies in private institutions due to economic factor and even if they do, they are availing it at a very heavy price borne by their parents by studying in private institutions which are not funded by the Government. 3. Little or no history of Nagaland about its social, economic, religious and political education is found in our educational system in the initial stages of the educational system. Very bulky and strenuous studies on ancient and medieval Indian history formed its curriculum. It must include our own as well by making it a part of its curriculum in the initial stages of learning and reduction of the very bulky curriculum. Therefore Sir, these earnest recommendations are placed hereunder;- 1. Non-detention policy under the RTE Act should be revoked. 2. RMSA and SSA funding should include community and Church managed and sponsored institutions. 3. Nagaland’s history particularly its social, religious, economy and political history must be a part of the curriculum in the initial stages between standard 1 to 8. The same must be done through reduction of the rather very bulky and strenuous studies. As such Sir, basing on the above stated matters; we humbly plead your authority to discuss these 3 matters in the upcoming State Legislative Assembly and subsequently initiate measures through which necessary rectifications can be made in the act by instituting an expert panel or committee. We genuinely pray that your authority would do everything possible to bring change in the prevailing RTE and our educational system. Thanking you. Very Sincerely, (Zakie Khate) President Angami Students’ Union (Sedevikho Tsiikrii) General Secretary Angami Students’ Union Copy to/- 1. Hon’ble Governor of Nagaland 2. Hon’ble Chief Minister of Nagaland. 3. Hon’ble Speaker of NLA 4. All members of Nagaland Legislative Assembly. 5. Chief Secretary Nagaland. 6. Commissioner & Secretary, School Education 7. Principal Director, School Education 8. Commissioner & Secretary, Higher Education 9. SCERT 10. NBSE 11. NSF & Federating Units 12. ENSF & Federating Units 13. ANSTA 14. ANPSTA 15. OFFICE FILE
Posted on: Sat, 15 Mar 2014 13:51:40 +0000
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