Relevant and reliable

In Nagaland, a paradox has emerged within the education system. While there has been an expansion of institutions and a diversification of course offerings-from skill development to career-oriented programs-the state is simultaneously facing an alarming crisis of educated unemployment. The official figure of around 50,000 educated unemployed individuals without jobs is a stark indicator that a fundamental disconnect exists between what the educational system produces and what the economy requires. This situation demands an urgent, comprehensive re-evaluation of educational priorities. A crucial first step is to recognize that not all students are served by the same educational model. The system must create clear, distinct pathways for students who are inclined toward job-oriented training versus those who are suited for academic and research pursuits. A system that focuses almost exclusively on theoretical knowledge without practical applications or clear routes to self- employment risks producing graduates who are practically ill-equipped to start business activities. The recent debates around reforms like non-grading and all-pass systems, while well-intentioned to reduce academic pressure, need careful scrutiny. Without thorough evaluation, these policies could inadvertently compromise the quality of education and contribute to future unemployment problems.The primary goal of any reform should be to enhance a student’s ability to be employable, not simply to ensure they pass through the system.This conversation about systemic reform is not new. A forward-thinking concept note from 1999, presented by the editor of this newspaper, at a Naga Hoho conference, outlined practical strategies for revitalizing the educational framework. These included incentivizing high-performing government teachers, rationalizing school infrastructure to prevent redundancy, and encouraging private schools to offer fee subsidies. The proposals also suggested localizing government schools only in far-flung rural districts while allowing private schools to operate in premier urban towns. The paper presentation also suggested the idea of providing significant grant-in-aid to private institutions to cover teachers’ salaries which could also help drastically reduce student fees, thereby balancing access, quality, and sustainability. Ultimately, an institution’s value is not measured by its high fees or its impressive academic results. Its true worth lies in its ability to nurture well-rounded individuals with a balanced development of mind, body, and character. Education should serve as an instrument for holistic growth, preparing citizens to contribute meaningfully to social and economic life. In a technology-driven environment, making education relevant requires a shift in focus toward areas that equip learners with skills and mindsets suited to rapid technological advancements and digital transformation. The world has changed drastically and basic knowledge about AI, machine learning, and data science becomes essential as these technologies influence numerous sectors. Familiarity with AI concepts enables better understanding, ethical considerations, and responsible use. The quality of a society is a direct reflection of its education system. Regulatory oversight remains crucial, as highlighted by reports of schools overcharging beyond prescribed limits. Nagaland must move beyond a focus on mere enrollment numbers and passing grades. It needs to intensify efforts to ensure that literacy and educational attainment translate into tangible and innovative skills and self- employability. The real measure of educational success is its capacity to empower individuals to thrive and contribute to their communities, strengthening the social and economic fabric of the state.