Editor,
The article “Coming to grips with the state of EDUCATION in Meghalaya” By Patricia Mukhim (ST January 17, 2025) made very interesting reading. The author has raised many vital points and to substantiate her article the percentage of students who leave school before completing a particular level of education is the dropout rate. According to the Unified District Information System for Education (UDISE) 2023-24 the overall dropout rate in India at the Primary level (Grades 1-5) stands at 1.9. Among the North Eastern States, the dropout rate in Meghalaya is the highest at 7.5 and lowest in Tripura at 0.5. At the Upper Primary level (Grades 6-8) the All-India dropout rate stands at 5.2 and Meghalaya records the highest at 12.4 and the lowest in Manipur at 3.5. At the Secondary level (Grades 9-10) the All-India dropout rate stands at 14.1 and Assam records the highest at 25.1 followed by Meghalaya at 22 while the lowest is in Tripura at 10.4. The percentage of students who move from one level of education to the next is the transition rate. The transition rate in India from Primary to Upper Primary is 88.8 and the highest is Mizoram at 93 while the lowest is Meghalaya at 74.2. From Upper Primary to Secondary the rate in India is 83.3 and the highest in Tripura at 88 while the lowest is in Meghalaya at 65.3.
The percentage of students who remain enrolled in school from one year to the next is the retention rate. According to UDISE 2023-24 the retention rate in India at the Primary level (Grades 1-5) is 85.4. Among the North Eastern States, Tripura records the highest at 92.8 and the lowest recorded is 55 in Meghalaya. At the elementary level (Grades 1-8) India records 78. Sikkim the highest among the NE States at 87.2 and Meghalaya the lowest at 47.5. At the Secondary level (Grades 1-10) India’s record is 63.8 while Sikkim records the highest among NE States at 71.1 and Meghalaya records the lowest at 31.6. At the Higher Secondary level (Grades 1-12) India’s record is 45.6 and the highest among the NE States is Sikkim with 59.4 while the lowest is in Arunachal Pradesh and Meghalaya with 19 and 19.8 respectively. These rates highlight the challenges and progress in the education system. Though efforts are ongoing to improve these indicators and ensure better educational outcomes for all students.
Given the facts and figures above one cannot disagree with Patricia Mukhim that there is an urgent need to enrol educators than teachers in schools in Meghalaya as they have a broader role that goes beyond just teaching. They focus on overall development of individuals, including their intellectual, social, emotional and moral growth. Educators can work in various settings, including schools, community centres and non-profit organisations. Educators aim to inspire and motivate learners, fostering a love for learning and critical thinking. An educator has a broader scope of influence than a teacher. While a teacher’s primary role is to deliver specific subject matter and assess students’ understanding, an educator’s role encompasses a wider range of responsibilities. This broader approach allows educators to have a more significant and lasting impact on their students’ lives. In essence, while all teachers are educators, not all educators are teachers. Educators encompass a wider range of roles and responsibilities aimed at holistic development.
The appointment of teachers based on religion and reservation is a complex and nuanced issue. Reservation policies aim to ensure representation from various social and economic backgrounds, promoting diversity and inclusion in educational institutions. This can create a more equitable learning environment and provide role models for students from under-represented communities. Critics argue that appointments based on religion or reservation might compromise the quality of education if merit is not the primary criterion. Ensuring that teachers are well-qualified and competent is crucial for maintaining high educational standards. Reservation policies are often seen as a means to address historical injustices and provide opportunities to marginalized communities. This can help in bridging social and economic gaps and fostering a more just society. However, the challenges lie in balancing the need for maintaining educational quality.
Policies should aim to ensure that all appointed teachers meet the necessary qualifications and standards. Ultimately, the effectiveness of such policies depends on their implementation and the broader context in which they are applied. It is essential to continuously evaluate and refine policies to serve the purpose of education effectively. I am in sync with the last paragraph of the author that the Chief Minister “would require the courage of conviction to deal with the farce of continuing to pay teachers who teach ghost pupils and also rationalise those schools with single digit students. Money saved could be put to use by finding the best sets of educators who will give their best to the cause of uplifting education.”
Yours etc;
VK Lyngdoh,
Via email
Traffic jams and arbitrary placement of traffic personnel
Editor,
As a concerned citizen, parent and a frequent commuter, I am writing to draw your attention to the traffic congestion at Malki Point especially on school days. The area is already congested and the addition of parked taxis, taxi scooters, private two wheelers and illegal shops have narrowed down the road, making it nearly impossible to navigate particularly during peak hours. This issue has been causing traffic congestion, especially on school days and is a growing concern for many as it poses a risk to the safety of pedestrians especially children.
The road from Pine Mount School, Phan Nonglait Park (Lady Hydari Park) to Malki point is a critical route used by numerous commuters including parents who drop their children at Pine Mount School and Seven Set School both being prominent schools in this area and their presence especially the latter greatly contributing to the economic activities of big and small business establishments in this area especially on school days. Many others use this route as a diversion to avoid traffic along the main road and as a shortcut to St Edmunds-Fire Brigade.
The local administration should ensure that the area is kept free of encroachments and that illegal shops are removed. I urge the authorities to take immediate action before schools reopen. Designated parking areas for taxis and two wheelers should be created to prevent haphazard parking. It is also suggested that it is high time the Shnong builds a new and cleaner market with parking facilities to ease traffic congestion along this main route. I also wish to draw your attention to the stark contrast in the presence of traffic personnel at these two prominent school points where one would witness at least three personnel deployed at Pine Mount point and a complete absence at Seven Set point. I fail to understand the logic behind this deployment as both school points are equally important and require traffic management to ensure safety of all pedestrians.
It is also imperative that flyovers be immediately constructed to solve the traffic problem from Dhankheti to Laitumkhrah and Nongthymmai and from Rilbong point to Upper Shillong and Garikhana to keep up with the tag of being a ‘Smart City’ (which unfortunately is a far-fetched dream).
Yours etc.,
Name withheld on request,
Via email