Letters

Meghalaya’s education system faces structural, equity challenges

Editor,

The State Education Department’s recent study has revealed that Meghalaya, with a population of 29,66,889, has an unusually high number of schools—14,582 in total—which is disproportionately large when compared to its population. By contrast, neighbouring states such as Manipur have 4,617 schools for a population of 25,70,390, and Tripura has 4,929 schools serving 36,73,917 people. Himachal Pradesh, which faces greater topographical challenges, operates 17,826 schools for a significantly larger population of 68.64 lakh. Meghalaya, also, employs over 55,000 teachers in its schools.

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The existence of 206 schools with zero enrollment and 2,269 schools with fewer than 10 students points to a failure in strategic planning. Rather than focusing on creating new schools, the government should have prioritized consolidating existing infrastructure and ensuring adequate enrollment. The proliferation of schools is ostensibly driven by ad-hoc decision-making rather than a coherent policy framework aimed at improving access and quality of education. This overemphasis on quantity undermines resource allocation for essential areas like teacher training, infrastructure development, and curriculum improvement.

The report highlights a concerning practice of schools being counted multiple times to secure multiple grants. This suggests weak oversight and accountability mechanisms in the education department. The practice of schools registering under multiple categories (e.g., Sarva Shiksha Abhiyan, Deficit, Ad hoc) reflects a lack of transparency and possible exploitation of government funds. It indicates governance lapses that undermine trust in public education initiatives.

The skewed distribution of higher education institutions, with urban centres like East Khasi Hills hosting most of them, exacerbates regional inequalities. Rural and remote districts are left behind, perpetuating a cycle of poor educational outcomes and limited opportunities. This uneven distribution reflects a lack of equity-focused policies. The government appears to prioritize urban centres over the needs of rural areas, which require targeted investments in higher education infrastructure.

The report reveals that 29% of schools in Meghalaya are government-aided, far higher than the national average of 5%. While these schools may serve remote areas, their disproportionate presence raises questions about quality and accountability. The heavy reliance on government-aided schools suggests an abdication of responsibility by the state. These schools often operate with less oversight than fully government-run institutions, leading to inconsistencies in teacher quality, infrastructure, and student performance.

The report implies that the education budget is spread thin due to underutilized schools and overlapping administrative costs. Instead of consolidating resources, the state has allowed inefficiencies to persist. The government’s inability to rationalize resources reflects poor fiscal discipline. While building new schools may serve political agendas, it does little to improve educational outcomes if the schools remain empty or underused.

The findings suggest that the education system in Meghalaya suffers from fragmented policies and weak monitoring mechanisms. The issue of duplicated school registrations highlights a deeper problem of insufficient data validation and policy oversight. The absence of an integrated approach to education planning demonstrates a governance failure. Effective reforms require robust data management systems, periodic evaluations, and a unified vision for education in the state.

States like Himachal Pradesh and Kerala have demonstrated how education can thrive in challenging terrains or with limited resources. Meghalaya has not leveraged similar innovations or adapted successful models from other states.

The report underscores the urgency of strategic reforms to address inefficiencies and inequalities in Meghalaya’s education system. A focus on quality over quantity, equitable access, and responsible resource management will be key to transforming education in the state. Collaborative efforts involving the government, private sector, and communities can ensure a more sustainable and impactful education ecosystem.

Yours etc.

A citizen for education

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