MPYC seeks accountability from MDA over dismal performance
Our Bureau
SHILLONG/TURA, May 25: Meghalaya’s poor performance in the Union Ministry of Education’s Performance Grading Index (PGI) 2.0 has triggered widespread concern among education stakeholders, with many describing the result as a damning indictment of the state’s education system.
The latest PGI 2.0 report placed Meghalaya at the bottom among all 36 states and Union Territories, awarding the state just 417.9 points out of 1,000 — the only state relegated to the 10th and lowest grade. Although the score showed a marginal improvement from 401.6 points in 2022–23, it was not enough to lift the state out of the bottom tier.
Hynniewtrep Youth Council (HYC) president Roy Kupar Synrem strongly condemned the ranking, calling it “a national embarrassment” and accusing the state government of years of neglect.
“This is not merely a poor ranking but a glaring reflection of the complete failure of the state government to protect the future of its children and youth,” Synrem said.
He criticised successive governments for making tall claims of turning Meghalaya into an educational hub while failing to address poor learning outcomes, inadequate infrastructure, high dropout rates, and lack of proper planning.
Synrem demanded immediate accountability, a transparent review of the shortcomings, and a time-bound reform roadmap to revive the education sector.
In contrast, Khasi Jaintia Deficit Teachers’ Association (KJDTA) president Boswell Pala acknowledged deep structural deficiencies but cautioned against painting an entirely negative picture. He pointed out that students from deficit schools continue to perform well in SSLC and HSSLC examinations every year.
Pala also highlighted delays in implementing the CPF pension scheme for deficit teachers, saying the prolonged uncertainty has caused significant hardship.
Meghalaya College Teachers’ Association (MCTA) member Amanda Basaiawmoit attributed the poor performance to policy inconsistencies and fragmented implementation. She criticised the expansion of grant-in-aid schools without proper consolidation and upgrading of existing institutions, which she said has contributed to high dropout rates, especially in rural areas.
She also expressed concern over the removal of IAS officer Swapnil Tembe, whose clustering pilot project had shown promise, and raised issues regarding teacher vacancies, non-compliance with NCTE and UGC norms, and over-reliance on the CM IMPACT Guidebook at the cost of critical thinking.
She accused senior bureaucrat Vijay Kumar Mantri of prioritising financial restructuring through the proposed Meghalaya Education Grant system at the expense of quality education.
However, a teacher from Alpha Higher Secondary School, Mayborn R. Lyngdoh, argued that the PGI ranking does not fully reflect ground realities. He noted that Meghalaya’s complex school structure — with multiple categories like ad hoc, SSA, and private institutions operating on the same campus — often leads to incomplete assessments.
Lyngdoh welcomed ongoing rationalisation efforts and highlighted initiatives like the Chief Minister’s Special Development Fund (CMSDF) and externally aided infrastructure projects as positive steps. He defended the CM IMPACT Guidebook, saying it has helped weaker students, particularly from economically disadvantaged backgrounds, clear board examinations.
The Meghalaya Pradesh Youth Congress (MPYC) has expressed serious concern over the state’s poor performance in the PGI 2.0, calling it proof of the NPP-led MDA Government’s failure in school education.
MPYC president Timjim Momin said the government’s claim of an “Education Revolution” stands exposed, as Meghalaya remains the only state or Union Territory in the lowest Grade 10. The state scored just 448 out of 1,000 in the latest report, a marginal improvement from 417.9 the previous year.
Momin described the situation as alarming, noting that out of 14,582 schools, 206 have zero students and 2,269 have single-digit enrolment.
Around 22,000 children drop out annually — over 40% of the yearly SSLC candidates. The higher secondary transition rate stands at just 47.8%.
ASER data further reveals poor learning outcomes, with only 19.5% of Class 3 students in rural areas able to read Class 2-level text, and just 16.1% of Class 5 students able to do basic division.
The MPYC questioned the government’s reliance on the improved 2026 SSLC pass percentage, stating that exam results alone cannot mask systemic failure highlighted by the PGI report.
The organisation demanded a full public audit of all education funds received from the World Bank, ADB, and Central Government since 2018. It also called for an independent review of the 2026 SSLC results, rationalisation of zero-enrolment schools, linking grants to measurable outcomes, and a special emergency education plan for Garo Hills and other backward areas.
“Every dropout narrows a child’s future. Meghalaya doesn’t need more publicity — it needs accountability,” Momin said.
