KOHIMA: A survey by the Research Cell of the National Council of Educational Research and Training, Nagaland showed the rate of school drop-outs between class I to VIII in Nagaland was 7.14 per cent during 2007-09 with boys registering 7.80 per cent and girls accounting for 6.40 per cent.
The Secretary of School Education and Literacy of the Ministry of Human Resource Development Anshu Vaish released the report– Elementary School Dropout in Nagaland– on yesterday in Kohima.
The release informed in the year 2007-09, out of a total of 1,19,048 students, 4571 male to 7.80 per cent out of 58,626 Male and 3924 female to 6.40 per cent out of 60,422 Female, from 554 schools in all the 11 districts, recorded as dropouts.
The survey was carried out on elementary school drop-outs in various government schools across Nagaland. Altogether, 2460 teachers besides 1600 parents were included in the sample survey and 520 drop-outs gave their reason for giving up studies.
The report disclosed Kiphire district had the highest percentage of dropouts with 13 per cent, while Longleng district marked the lowest percentage of dropouts out with 3.5 per cent.
Drop out rates at other districts are– in Wokha 4.2 per cent, Mokokchung 4.6 per cent, Kohima 4.9 per cent, Peren 5 per cent, Phek 5.2 per cent, Tuensang 8.9 per cent, Dimapur 9.7 per cent, Zunheboto 10.4 per cent and Mon 11.5 per cent. The report also stated that survey was conducted after a gap of 10 years, adding the present findings of drop-out rate of 7.14 per cent may be tentatively accepted, until another further study is conducted.
The report further gave a ten-point suggestion, made to reduce and prevent drop-out rates, strengthening of adult education programme by providing basic education to the parents regarding child development, family planning, economic improvement techniques etc.
It suggested trained teachers should be appointed and a minute review of curriculum and textbooks should be conducted.
The report stated the common factors for drop-outs were engagement in domestic and field works, lack of support from parents, poverty, shortage of teachers, discouraging school environment and lack of facilities in school, problem relating to medium of instructions, under-qualified and untrained teachers and wrong system of evaluation process. (UNI)