By Bijoy A. Sangma
On October 15, 2025, the Meghalaya Cabinet approved the Meghalaya State Education Commission (MSEC) Report 2025. The Cabinet is said to have discussed the report’s recommendations in detail and directed the Education Department to examine the proposals and prepare a set of actionable steps, along with a clear road map for implementation. Subsequently, the Cabinet will take a final decision on the future course of action regarding the implementation of the Commission’s recommendations.
The approval of the MSEC Report 2025 by the Meghalaya Cabinet signifies a significant milestone in Meghalaya’s initiative to reform its education system. The report constitutes a comprehensive review of the sector conducted over recent years, acknowledging the advancements achieved through initiatives such as the Meghalaya Learning Enhancement Programme (M-LEP), the Meghalaya School Quality Assessment and Accreditation Framework (MSQAAF), and the PM-USHA initiative. At the same time, it underscores long-standing issues, such as too many small schools, a shortage of qualified teachers, poor learning outcomes, and uneven standards across higher education.
Schools without teachers or single teachers
In an overview of Meghalaya’s education landscape, the report says that Meghalaya has about 14,582 schools, 8.69 lakh students, and 54,646 teachers, leading to a pupil–teacher ratio of 21:1. These averages hide significant disparities that are stark and stunning. As of 2024, as many as 1,615 lower primary schools manage with just a single teacher, while 157 government primary schools have no teachers at all. This means thousands of children attend schools that lack enough teachers to provide proper instruction.
Access to secondary and higher secondary education remains limited. The report highlights that 433 villages do not have a secondary school within five kilometres, and 1,937 villages lack a higher secondary school within seven kilometres. In Meghalaya, being a hilly state, such distances pose challenges for students, making schooling difficult and unsafe for many students. As a result, the secondary drop-out rate is approximately 22 per cent, indicating that nearly one in five students drop out before finishing school.
The report talks of some encouraging developments. The Meghalaya School Quality Assessment and Accreditation Framework (MSQAAF) was introduced in June 2025, marking a significant shift from inspection-based oversight to outcome-focused quality assurance. The Education Commission also proposes transforming the Directorate of Educational Research and Training (DERT) into a statutory State Council of Educational Research and Training (SCERT). If successfully implemented, SCERT could become the primary body for curriculum development, teacher training, and research in the state.
In higher education, the report points out the need to improve accountability. It notes that Meghalaya has two public universities, nine private universities, several government and aided colleges, and three polytechnics. Yet only one private university has NAAC accreditation. The Commission recommends stricter regulation through the Meghalaya Private Universities Regulatory Board (MPURB) and suggests upgrading prominent colleges into multidisciplinary institutions to raise academic standards.
Gaps in Data and Evidence
While the report offers valuable insights, its data presentation could have been improved. Some statistics are well-explained, while others are unclear. For instance, the drop-out rate and ‘distance to school’ figures are not fully defined, making it uncertain whether they stem from GIS mapping, field surveys, or projections. This ambiguity hampers accurate tracking of progress in future evaluations.
The section on learning outcomes is quite limited. It highlights weak foundational literacy and numeracy but lacks specific data from the National Achievement Survey (NAS) or State Level Achievement Survey (SLAS). Without baseline figures, the state will find it difficult to assess progress once MSQAAF is fully implemented. The same issue is seen in higher education. The report includes financial data on PM-USHA grants but omits details on enrolment, Gross Enrolment Ratio (GER), student–faculty ratios, or employment outcomes. It also does not specify which universities are accredited. Without this information, policymakers and the public are unable to assess the situation fully.
The recommendation to merge small or nearby schools into larger ones is sensible and essential.
However, the report suffers from a major lacuna: it has not provided a financial plan to support this initiative. It does not estimate the costs for new infrastructure, facilities, or teacher redeployment. Additionally, there is no projection of potential savings from rationalisation. Reforms of this scale require cost estimates; otherwise, they risk encountering community resistance once implementation begins.
The report highlights that nearly 30 per cent of DIET faculty positions are vacant and that less than 20 per cent of elementary teachers received in-service training from 2019 to 2024. It rightly emphasises the importance of continuous professional development, improved deployment, and the establishment of Meghalaya Professional Standards for Teachers (MPST). However, it does not offer a concrete workforce plan projecting teacher demand, retirements, and new recruitment over the next decade. Without long-term planning, teacher shortages will continue to disrupt learning.
Gaps in addressing Inclusion Issues
The report has a limited discussion on inclusion. This represents a substantial gap, especially as far as inclusive policies and programmes are concerned. While it mentions access challenges in remote areas, the document lacks data broken down by gender, tribe, or disability. Nor does it give enough attention to Early Childhood Care and Education (ECCE) or vocational training, both of which are essential elements of the National Education Policy (NEP) 2020.
For Meghalaya, inclusion is essential to ensure that every child, regardless of location or background, can access quality education. The proposal to create a State Quality Management Task Force (SQMTF) to track progress is among the report’s most promising ideas. When effectively organised, this task force could oversee data management, evaluate performance, and publish an annual ‘Meghalaya Education at a Glance’ report. However, the report lacks specifics on how this mechanism will function, who will handle the data, and whether the findings will be made publicly accessible for robust discussion. Setting clear policies on data ownership and transparency is crucial for the success of this initiative.
The Meghalaya Education Grant (MeG) financial reform proposal is another innovative idea. It aims to streamline and unify different funding sources while linking funding to outcomes. However, this model depends on accurate, current data to function well. The Education Department might consider piloting this approach in some districts first before expanding it statewide.
The report recognises successes such as the M-LEP launch, MSQAAF establishment, and ongoing digital learning efforts. It avoids blame and concentrates on ways to strengthen institutions. Yet, the Meghalaya Cabinet’s approval is only the beginning. The next phase must involve converting recommendations into concrete actions with specific timelines, budgets, and assigned responsibilities. The government should be required to publish current data on schools, teachers, and learning outcomes at the district level.
Establishing baseline figures is essential prior to the implementation of new frameworks. Rationalisation should be conducted in accordance with detailed community consultations and financial planning. Teacher recruitment and training need to adhere to a defined schedule. Universities should be mandated to publish their accreditation and performance data. Most importantly, progress should be reviewed systematically and disclosed publicly regularly.
The MSEC Report 2025 provides guidance, but successful reforms depend on precise strategies. Policies need to rely on verified facts and transparent oversight. If Meghalaya builds on the report by providing accurate data, realistic budgets, and robust monitoring, it can progress toward a better and equitable education system. Right now, the state education budget and system are heavily skewed in favour of major urban centres like Shillong and Tura, rather than improving education in rural areas. The state now has the opportunity to turn its vision into reality, ensuring that each school is well-staffed, that every teacher receives proper training, and that all students have the chance to complete their education with dignity and confidence. The contradictions and omissions, mismatches in data and the lack of detailed operational plans must be addressed before policies are implemented.
(Bijoy A. Sangma is a development professional, policy analyst, and commentator on public affairs, constitutional values, public leadership, social justice, and religious freedom, with extensive experience in global leadership roles and contributions to public policy and social transformation).
