Ikaisibe Ndang
Peren
Nagaland, with its commendable 95.7% literacy rate—the third highest in India—faces a serious test of its values and priorities. The Department of School Education (DoSE) and the Higher Education Department, entrusted with nurturing the state’s future generations, are struggling with allegations of corruption, irregular appointments, and administrative inaction. These challenges have left both teachers and students in distress, raising urgent questions about governance and accountability.
The Agony of Teachers
Teachers, often regarded as the backbone of society, are bearing the brunt of systemic failures. Reports indicate that over 1,000 teaching posts remain vacant, especially in Eastern Nagaland, placing an unsustainable burden on the existing workforce. The pupil–teacher ratio has stretched to 1:13 in certain districts, forcing teachers into multi-grade teaching.
On September 8, 2025, 367 Rashtriya Madhyamik Shiksha Abhiyan (RMSA) teachers from the 2016 batch began an indefinite sit-in protest in Kohima, demanding regularization of service and release of pending salaries, in line with Supreme Court directions. By September 11, the protest shifted to the Secretariat after government silence deepened their frustration. Many of these teachers have reportedly gone without pay for months, leaving them vulnerable to debt and financial hardship.
Meanwhile, the April 2025 absorption of 147 ad-hoc professors without competitive examination—a move widely criticized as “backdoor recruitment”—has added to the resentment. According to RTI data, over 200 such appointments have occurred since 2016, raising concerns about fairness and compliance with Article 16 of the Constitution, which guarantees equal opportunity in public employment.
The Struggle of Students
The difficulties faced by teachers inevitably spill over into classrooms. Disruptions caused by protests and administrative lapses have affected thousands of students. In August 2025, a pen-down strike halted operations in 133 schools, and by September, official closures in Mon and Kiphire disrupted school administration.
According to UDISE+ 2023–24 data, more than 25,000 students dropped out of schools in Nagaland, citing poor quality of education as a contributing factor. Around 30% of schools reportedly lack essential facilities like laboratories and libraries. The digital divide remains stark—only 40% of students had adequate online access post-COVID, as per ASER 2024. These challenges exacerbate unemployment, with nearly a quarter of graduates struggling to find work.
Education, long celebrated as the lifeline of Naga society and rooted in community-based traditions like the Morung system, is being undermined by neglect. As UNESCO has noted, education is a transformative force for reducing poverty and building peace. In Nagaland, its erosion risks leaving a generation ill-prepared to carry forward both cultural values and modern aspirations.
Concerns of Corruption
Financial irregularities and allegations of corruption further weaken public trust. The Nagaland Lokayukta’s 2023 Report (released in April 2025) highlighted discrepancies in Sarva Shiksha Abhiyan (SSA) projects amounting to approximately Rs 5 crore. The Anti-Corruption Bureau reported 20 education-related cases in 2024. In February 2025, a Rs 12.79 crore scam prompted the formation of a Special Investigation Team, while a Central Bureau of Investigation (CBI) inquiry into alleged bribery at Nagaland University in July 2025 added to the unease.
Civil society groups, including the Rising People’s Party, have repeatedly called the Education Department one of the “most corrupt” in the state. However, accountability remains limited despite official pledges of “zero tolerance” for corruption.
The Way Forward
Education is not just about literacy—it shapes citizens, sustains cultures, and builds economies. The World Bank identifies it as a “powerful driver of development,” while the National Education Policy (NEP) 2020 promises to transform India’s learning landscape. For Nagaland, this transformation requires transparent recruitment processes, regular audits, and special focus on underserved regions such as Eastern Nagaland.
Teachers must be paid on time, students must be given equitable access to quality education, and institutions must act with integrity. Without these steps, Nagaland risks betraying its young generation and compromising its long-cherished values of fairness, community, and collective progress.
As citizens, we must hold institutions accountable—not to vilify, but to ensure that education regains its rightful place as a pillar of hope and opportunity in Nagaland.
