CM IMPACT – More Than a Guidebook
By Treemmi Lamare
In recent days, the Government of Meghalaya’s CM IMPACT initiative—a programme designed to assist Class X students with free guidebooks for SSLC preparation—has stirred both appreciation and criticism. While debates are a natural and healthy part of any democracy, they must be rooted in facts and focused on the real needs of students. This is especially critical in a state like Meghalaya, where the education system continues to face deep-rooted structural challenges.
Let’s begin with a basic truth: textbooks are already available and used in schools across the state. These textbooks are approved by the Meghalaya Board of School Education (MBoSE) and form the foundation of classroom instruction. The CM IMPACT guidebooks do not aim to replace these essential texts. Rather, they are meant to complement them. Designed by experts and approved by the Government of Meghalaya’s Education Department, these guides summarise key chapters, reinforce textbook content, and provide practice materials that align with the SSLC board exam format. In simple terms, CM IMPACT builds on the existing curriculum to support students more directly and effectively in their exam preparation.
The reality in Meghalaya, particularly in rural and remote regions, is sobering. Many students lack access to coaching, tuition centres, or even consistent subject-specific teachers. There are schools still facing teacher shortages, infrastructure deficiencies, and limited academic resources. In such circumstances, the CM IMPACT guidebook is not just helpful—it is essential. It bridges a critical gap for students who would otherwise be left behind due to no fault of their own.
Some critics argue that CM IMPACT encourages rote learning. But structured guidebooks—especially in a system that already struggles with disparities—can serve as equalisers. For students in rural areas without trained teachers for every subject, the guidebook offers a much-needed academic anchor. It can help standardise learning across the board, thereby reducing inequalities and ensuring that every child, regardless of location, has a fair shot at success.
Importantly, CM IMPACT is also a valuable support system for teachers. It aids them in planning lessons, identifying key areas to focus on, and guiding students through revision sessions. Far from reducing teacher accountability, it can actually enhance it by setting a clear framework for what students should achieve. With access to these guides, teachers are better equipped to serve their students in a structured and goal-oriented way.
Another criticism that has emerged is the comparison of CM IMPACT to market-based “bazar notes.” I personally consider this comparison not only inaccurate but also unfair. Bazar notes are commercially produced, often inconsistent in quality, and lack official oversight. In contrast, CM IMPACT is a government-issued, education department-approved guidebook—carefully crafted by academic experts. The controversy, in large part, seems to stem from the branding—the name “CM IMPACT.” If the same book were called something like “SSLC Guide for Students (MBoSE Approved),” much of the uproar would likely vanish. In fact, nearly 70% of the criticism appears to be politically motivated, rather than focused on the substance or utility of the guide itself.
Let’s be honest—some of the backlash against CM IMPACT is rooted more in political rivalry than in genuine educational concerns. And while political disagreements are inevitable, what must be avoided at all costs is the weaponisation of students’ futures. Education policy should always be student-centric, not party-centric. The children of Meghalaya deserve better than to be used as pawns in a political game. Whether it’s called CM IMPACT or something else, the core goal remains: to provide free, quality academic support to students—particularly those from disadvantaged or under-served communities.
Based on feedback from the ground—students, teachers, and parents alike—CM IMPACT is already showing signs of promise. Here’s what it offers:
1. Focused Exam Support and Revision Tools
2. Economic Relief for Families
3. Enhanced Self-Study and Confidence Among Students
4. Structured Support for Teachers
5. Parental and Community Involvement
6. Concrete Steps Toward Bridging the Urban-Rural Education Divide
However, no initiative is perfect, and CM IMPACT should not be treated as one. What matters more is its potential for evolution and improvement. Here are a few ways the initiative can be strengthened going forward:
* Enhance the guidebooks with visual aids and structured learning tools—such as concept maps, flowcharts, key-point summaries, and topic-wise question banks. While the textbooks already provide the foundational content, many students—especially in under-resourced schools—struggle to extract and organise information effectively on their own. These visual and structured tools can act as learning scaffolds, helping students connect ideas, retain key concepts, and prepare more confidently for exams. Such aids are especially helpful for visual learners and students with limited access to tutoring support or experienced teachers.
* Call experienced teachers from all corners of the state to provide insights and feedback on improving the guidebooks’ content and usability. This ensures a grassroots-level understanding of diverse student needs.
* Launch a digital version or mobile app to make the material accessible in tech-enabled areas, ensuring wider reach beyond the printed copies.
* Establish a strong monitoring mechanism to track effectiveness and impact on learning outcomes, and ensure that content is revised every year based on evolving exam trends.
* Ensure timely and consistent yearly distribution of the guidebooks. The government must maintain its commitment to this initiative year after year. The guidebooks should reach students within the first three months of the academic session so they can be used effectively throughout the year—not just during exam time. This continuity is essential to build trust, allow teachers to plan their lessons better, and ensure that no student is left behind due to delayed or irregular distribution. The government must not fail in this annual responsibility, especially when so many students rely on this support for their academic progress.
At its core, CM IMPACT is a student-centred effort that seeks to level the playing field. Whether a student is studying in Shillong or a remote village in West Jaintia Hills, this guidebook offers an additional layer of support during a pivotal moment in their academic life. Rather than politicising the initiative, the right question to ask is: Does it help students? And for a growing number of them, the answer is clearly ‘yes.’ Let’s not allow names, politics, or perceptions to distract us from what truly matters: ensuring that every child in Meghalaya has the tools to succeed. Programmes like CM IMPACT will grow stronger with feedback, transparency, and collaboration. But even now, it represents a meaningful step forward. Let’s back it with clarity, compassion, and commitment.
(The author is Researcher & Educator)