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GH group clarifies MoU on school management, rejects allegations of overreach

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TURA, July 1: In response to concerns and public discussions surrounding the recently signed MoU between the Tura Mother’s Union and the Education department, the former on Tuesday issued a clarification regarding its collaborative role under Project COME (Community Onward Movement for Education) for the community-supported improvement of 20 government LP schools across West Garo Hills and adjoining areas.
The Tura Mother’s Union, a grassroots organisation established in 1941 comprising mothers, educators, retired civil servants and social volunteers from the Garo Hills region, stated in a press release that while it welcomes criticisms rooted in legitimate concerns, it regrets the tone of accusation and misinformation, particularly from the All Meghalaya Primary School Teachers Association (AMPSTA), alleging that the MoU undermined teachers’ authority and bypassed the mandate of SMCs.
The Union emphasised its constitutional alignment and stated that it does not intend to function as a governing authority over public schools. “We are not vested with powers to appoint government teachers, determine policy, or interfere in curriculum design. The twenty schools named in the MoU were not chosen by our Union but identified solely by the Education Department based on administrative data related to enrolment, infrastructure, and academic performance. Our role is supportive, complementary, and fully subject to oversight,” it clarified.
Highlighting Section 21 of the Right of Children to Free and Compulsory Education (RTE) Act, 2009, the Union noted that it does not substitute the SMCs and that local SMC collaboration is a non-negotiable component of its project framework. Further citing Sections 8 and 9 of the RTE Act, the Union stated that its MoU aligns with state innovation mandates to ensure access and quality education in underperforming schools, functioning as a community-partnered model rather than an NGO takeover.
The Union referred to the National Education Policy (NEP) 2020, which encourages civil society participation in improving school education, noting that Project COME responds to this vision by addressing enrolment trust, infrastructure and quality learning environments, particularly in rural settings.
In response to AMPSTA’s concern over Clause 1(c) of the MoU, the Union clarified that it relates to the Union’s appointment of non-teaching staff such as library assistants and community mobilisers from its resources, roles that are not salaried by the government and do not interfere in classroom teaching but aim to strengthen the school environment.
Regarding Clause 2(e) on the issuance of NOCs, the Union explained that it serves as a compliance confirmation process for basic operational aspects and does not impact salary disbursal, reiterating Education Minister Rakkam A Sangma’s clarification that only the government disburses teacher salaries.
Acknowledging concerns from some SMCs and stakeholders, the Union stated, “As part of our ethical commitment to transparency and community dialogue, we have initiated local-level stakeholder consultations in all 20 school locations.”
It also assured that open meetings will be held to allow discussions among parents, teachers, local authorities and Union members, adding that it is open to withdrawing from any school if consensus favours it, as provided under Clause 4(c) of the MoU.
The Union highlighted the critical challenges in rural schools, including enrolment stagnation and poor infrastructure, referencing government assessments and the Annual Status of Education Report 2023, which recorded declining reading comprehension in Garo Hills. It explained that Project COME is a time-bound, auditable pilot for improving engagement, not a permanent policy shift.
Clarifying that it does not seek to privatise education or usurp public funds, the Union stated, “We are simply trying to supplement existing efforts with committed local volunteers, infrastructural improvement drives, and community-led motivation.”
Acknowledging possible procedural gaps in pre-signing consultations, the Union urged that criticism should not lead to paralysis, while inviting AMPSTA and stakeholders for open dialogue.
“Let us not polarise our children’s future for fear of change. Let us co-create a future where communities, teachers, and the state walk hand in hand,” it stated, reiterating compliance with the RTE Act, NEP and Education department policy directives while remaining open to third-party evaluations and grievance redressal mechanisms.

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