To Open School from 1854 – 1941 202

5.2 Literacy in Jaintia Hills District 204

5.3 Literacy Rate, Block-Wise, 2001 205

5.4 Progress of Secondary Schools in Jaintia Hills in 1941 – 2008. 205

5.5 Enrolment in educational Institution by type for 98 – 08 207

5.6 Number of teachers in sec school: Jaintia Hills in 1997

–1998 – 2008 207

5.7 Percentage of students in the initial stage and at the time of

The study 210

5.8 Number of office staff in the schools in the First Five Years

of Establishment and at the time of the Study 211

5.9 Percentage of Agencies who provide Land for setting up the

School 212

5.10 Percentage of School having adequate Furniture and

Playground 213

5.11 Percentage of Schools having separate rooms 214

5.12 Percentage of Schools having Library Facilities 215

5.13 Percentage showing Schools having Teaching Aids and the

Types of Aids 215

5.14 Percentage showing the Availability of Textbooks to

Students in Time 216

CHAPTER – I

INTRODUCTION

Caption

No.

Contents Page No.

1.0 Introduction 1

1.1 Profile of Meghalaya 2

1.2 Concept of Secondary Education 5

1.3 Secondary Education and the Constitution 6

1.4 Report of Committees and Commissions in Independent

India on Secondary Education

9

1.5 Secondary Education under the Various Five Year Plans 24

1.6 Historical Development of Secondary Education (In India) 34

1.7 Problems of Secondary Education in India 39

1.8 Historical Development of Secondary Schools in Meghalaya 41

1.9 Need of the Study 62

1.10 Objectives of the Study 62

1.11 Operational Definition of the Term Used 63

1.12 Delimitation of the Study 63

1.13 Conclusion 63

1.0 Introduction

Secondary Education is a crucial stage in educational hierarchy as it

prepares the students for higher education and also for the world of work. With

the liberalization and globalization of the Indian economy, the rapid changes

witnessed in scientific and technological world is a general need to improved the

quality and to reduce poverty, it is essential that school learners acquire higher

level of knowledge and skills than what they are provided in eight years of

elementary education, particularly when the average learning of a Certificate

School holder is significantly higher than that of a person who had studied only up

to class VIII. It is also necessary that besides general education up to Secondary

Education, opportunities for improvement of vocational knowledge and skill should

be provided at the higher secondary level to enable some students employable.

It is well recognised that eight years of education are insufficient to

equip a child for the world of work as also to be a competent adult and citizen. The

pressure on Secondary Education is already being felt due to the success of Sarva

Shiksha Abhiyan (S.S.A.). Therefore, while Secondary Education is not

constitutionally compulsory, it is necessary and desirable that access to Secondary

Education is universalised leading to enhanced participation and its quality to

improve for all. At the same time, it may not be possible to fully universalised

education at the Secondary Stage during the Eleventh Five Year Plan as the

dropout are as high as 28.49% from classes I-V and 50.49% from classes I – VIII.

However, with rising expectation from improved access to Secondary Education,

retention in classes I – VIII will further improved. The main challenges in Secondary

Education is to universalise access while adversing quality and equity.1

The strategic importance of the Secondary School stage is well recognised

in most of the developing countries, like India. Its importance is being felt even in a

small state like Meghalaya.

Therefore the present study emerged as there is an urgent need to study the

prevailing conditions of the Secondary Education in Meghalaya with special

reference to Jaintia Hills.

1:1 Profile of Meghalaya

Meghalaya, “The abode of clouds” became a full-fledged state on January

21, 1972. It is bounded on the north by Goalpara, Kamrup, Nagaon and Karbi

Anglong districts of Assam and on the east by the districts of Cachar and North

Cachar Hills also of Assam. On the south and west is Bangladesh. Meghalaya lies

between 25o5″ and 26o10″ north latitude and 98o47″ and 97o47″ east longitude.

The total area of the state is 22,429 square kilometres with a population of 23,

06,069 (2001 Census).

The state is divided into seven administrative districts, viz. Jaintia Hills

District, East Garo Hills District, West Garo Hills District, South Garo Hills District,

East Khasi Hills District, West Khasi Hills District and Ri-Bhoi District.

1 Government of Meghalaya. Meghalaya Human Resource Development 2008. A summary. Planning

Department.2009.p93

The principal languages in Meghalaya are Khasi and Garo with English as the

official language of the state. It was at the initiative of the Christian Missionaries

that the Khasi and Garo scripts were developed and emerged in the list of modern

Indian languages. Now, Khasi and Garo languages are taught up to Post-Graduate

level as subjects of study.

The people of Meghalaya adopt many religions, with

- Christianity emerging dominantly with nearly 52 percent of the total

population

Hinduism 16.58 percent

Islam 2.60 percent

Buddhist 0.16 percent

Sikhism 0.30 percent

Jainism 0.10 percent

Meghalaya also has a large number (28.26%) of followers following the

traditional indigenous religion who are found mostly in West Khasi Hills, East Khasi

Hills, Ri-Bhoi and Jaintia Hills Districts of the State. They are commonly known as

the Khasi Niamtre Religion. The traditional religion in Garo Hills is known as

Songserek.

The most important festivals in Meghalaya are – Nongkrem Dance

(Pomblang Nongkrem), Shad Suk Mynsiem, Beh Deiňkhlam and Wangala Dance.

Nongkrem Dance (Pomblang Nongkrem) – Pomblang Nongkrem, popularly

known as Nongkrem Dance is one of the most important festivals of the Khasis. It

is a five day religious festival held annually at Smit about 11 Km from Shillong, the

headquarter of the Chief (Syiem) of Khyriem. This festival is celebrated as a thanks

giving to God Almighty for the good harvest and to pray for peace and prosperity.

Shad Sukmynsiem – It is a thanks-giving dance and ceremony. Maidens

dressed in traditional fineries and men-folk in colourful costumes participate in the

dance to the accompaniment of drums and flute. It is held at Weiking field in

Shillong in April every year. The festival lasts for three days.

Behdeiňkhlam – This is the most important festival of the Jaintia and is

celebrated after the sowing is over normally in July every year. “Khlam” means

plaque or pestilence and “Beh Deiň” means to drive away with sticks. Men only,

young and old take part in the dancing to the tune of drums and flute. Women do

not take part in the dance, but have an important role to play at home in offering

sacrificial food to the spirits of the ancestors. The festival begins with sacrifices and

food offerings to departed souls of ancestors. On the last day, in the morning, the

religious priest called “Daloi” accompanied with young men move from house to

house beating the roof with sticks to drive away the plaque. Later in the afternoon,

well decorated ‘rots’ (tall decorated raths three or four storied tabuts by remedial

copping shape) one each from the seven localities of the town were emerged to

the pool. The climax of the celebration is the tussle as seen in a tug of war, for a

large undressed beam by a group of people at a pool called “wah-eit-nar”. The

concluding part is the ‘Datlawakor’ much like a game of football, played with a

wooden ball between two parties, one representing the upper valley and the other

the lower valley of the Myntdu River. The party which wins, believe would have

better harvest than the other. This festival is an invocation to God, seeking his

blessing for a good harvest. The Behdeiňkhlam at Tuber is the biggest and grandest

with nearly 60-70 localities participating. Tuber Behdeiňkhlam is different because

they are still using the original method of dancing in the muddy ground. Even

women folk joined the procession of dancing, but they never go to the muddy

ground.

Wangala Dance – This is the biggest of all the festivals of the Garos

performed in connection with the jhum cultivation. It is usually held in October

and sometimes synchronises with the Durga Puja, but each village sets its own

time and so there are two or three weeks during which Wangala is celebrated in

one or two villages. After harvest, the annual dance of joy and thanks giving

commences2.

1.2 Concept of Secondary Education

Secondary Education is the link between the Primary Education on the one

hand and the University Education on the other. While Elementary Education

provides the basic information necessary for survival and opens up the gates of

2 M. Laloo.: “North East General Knowledge and Sikkim,Rilum”.Shillong: Printing

House,Shillong.2002. Pp 1-23.print.

knowledge, University Education enlarges the bounds of that knowledge and may

be an end in itself. Secondary Education on the other hand is a connecting link

between these two stages and seeks to provide future leadership to the society in

the various walks of life. All the teachers engaged in the propagation of knowledge

at the elementary level as well as those engaged in imparting social education to

the illiterate masses has mostly from the class which has acquired benefits of

secondary education. At the same time, the Secondary Schools are the feeding line

to the universities and colleges. “Secondary Education has, therefore, a vital role to

play in any programme of education for the community. It provides teachers for

both primary and adult education. It also prepares pupils for the universities and

other institutions of higher learning. The number of students who search avenues

for Higher Education cannot take full advantage of the wider opportunities offered

by the universities unless they have been received their grounding in a system of

sound Secondary Education. If for no reasons these considerations alone demand

that Secondary Education must be of the highest quality, if it is to satisfy the needs

of the modern age”.

There is another reason why the quality of Secondary Education must be

adequate. In any community, the vast majority give up schooling at the close of

elementary stage. The small minority which goes beyond the secondary stage may

provide the higher leadership but if the purposes of that leadership are to be

translated into effective programmes of work, there must be a large number of

persons who have the requisite knowledge, training and character to carry them

out. Secondary Education can and ought to train this large body of intermediaries.

Those who complete their education at this stage must therefore acquire

knowledge and competence and also develop qualities of leadership and

character.

It is generally agreed that one of the main objectives of Secondary

Education is to develop among the pupils’ qualities of leadership needed in

different walks of life.3

1.3 Secondary Education and the Constitution

India attained independence on 15th August 1947. The constitution of the

country was adopted on November 26, 1949 and came into force on January 26,

1950. The constitution mirrors the hopes and aspirations of the people of India.

The Preamble of the constitution outlines the social philosophy which should

govern over all the educational institutions. Right to education is one of the

fundamental rights enshrined in the constitution. The noble principles mentioned

in the constitution should mould our educational planning and practices. The

constitution of India gives a few directions and suggestions for the development of

provisions relating to education. The following provisions have a great bearing on

the functioning of the educational system in India.

Article 21A makes free education a fundamental right, only for children in

the age group of 6-14 years. At the same time as per Article 51A of the

3 H. Kabir “Education in New India”. London: George Allen & Unwin Ltd., 1961. pp. 39-40. Print.

constitution, it is a fundamental duty of the parents and the guardian to provide

opportunity for education to their ward in the age group of 6-14 years.

Article 29. It provides equality of opportunity in educational institutions.

Article 30. It accepts the right of the minority to establish and administer

educational institutions.

Article 45 states “The State shall endeavour to provide within a period of

ten years from the commencement of this constitution, for free and compulsory

education for all children until they complete the age of fourteen years”. The

expression “State” which occurs in this Article is defined in Article 12 to include

“The Government and Parliament of India and the Government and the Legislature

of each of the State and all local or other authorities within the territory of India or

under the control of the Government of India”. Thus, we notice that the

responsibility for universal Elementary Education lies with the Central

Government, the State Governments, the Local bodies and voluntary

organisations.

Article 46. It provides for special care to the promotion of educational and

economic interests of Scheduled Castes, Scheduled Tribes and the Weaker

Sections.

Article 337. It provides for special provision with respect to educational

grants for the benefit of Anglo-Indian community.

Article 350 A. It relates to facilities for education in the primary stage.

Article 350 B. It provides for special officer for linguistic minorities.

Article 351. It relates to the development and promotion of the Hindi

language.

Till 1976, education was a state subject with certain provisions at the

Central level. But the forty-second Amendment, 1976 brought about drastic

changes in the Indian Constitution as it affected the status of education by putting

it on the concurrent list.

The National Policy on Education (NPE), 1986 has accepted the concurrency

in education. According to it, concurrency signifies a meaningful partnership

between the Central Government and the State Government. The Central

Government’s role would be to promote excellence at all levels of the educational

pyramid throughout the country. The private enterprise is to be encouraged in the

field of education in various sectors especially for the promotion of adult

education. The important role of the local bodies is by intimately associating with

the educational process and by contributing to the total expenditure on

education.4

1.4 Report of Committees and Commissions in Independent India

4 S.D.Khanna, V.K. Saxena , et al. “Education in the Emerging Society”: Made Easy. Delhi

Doaba House, 1998. pp. 145-148. Print.

on Secondary Education

(a) Central Advisory Board of Education (CABE)

In 1948, the Central Advisory Board held its 14th meeting, in which it

reflected upon Secondary Education. It put forth the suggestion for the

appointment of a Commission whose main functions would be (i) to evaluate the

existing Secondary Education in the country, and (ii) to give suggestions for the

problems relating to it. These suggestions were implemented when a committee

was appointed under the Chairmanship of the then Advisor on educational

matters, Tara Chand. Its report was considered the 15th meeting of the Advisory

Board, and in consequence, the government was requested to appoint a

commission for determining the objectives and purposes, and suggesting solutions

for the problems of Basic, Secondary and University Education. This requirement

was then reiterated in 1951.

(b) Mudaliar Commission of 1952-53

The Secondary Education Commission was appointed under the

Chairmanship of Dr. A.L. Swami Mudaliar on September 23, 1952 to study the

problems of Secondary Education in India and suggest measures for the reforms of

its various aspects, such as aim, curricular, examination system, teaching method,

teachers’ training, building, administration and control. The Commission

considered the defects of Secondary Education and determined its objectives in

the light of the following needs – (i) development of qualities of character through

education, propagation of nationalism and secularism, (ii) increase in productive

capacity so as to bring about an increase in national wealth, and (iii) improve in

education.

The objectives of Education are as follows: – (i) Development of democratic

citizenship, (ii) Training in the art of living, (iii) Development of personality, (iv)

Supply of professional skills, (v) Training for leadership, and (vi) Propagation of love

of the country.

The Secondary Education Commission determined the period of education

at 7 years, intended for children between 11 and 17 years of age. It was divided

into two parts – (i) three years for middle education and (ii) four years of higher

secondary education. Provision was also made for a three-year degree course. The

Commission considered it important that technical schools and other kinds of

schools should be developed. It also provided for co-education. It views that the

mother-tongue or the state language should be used as the medium of instruction

and students should be taught at least two languages at the Junior High School

Stage. At the Secondary Stage a student should learn at least three languages, the

national language, the mother tongue or the regional language and a foreign

language.

The Commission had emphasised the necessity of reorganising the

Secondary School Curriculum in order that the aims of education may be realised.

In this connection the commission wants that the curriculum should be

reorganised according to the needs of the students, keeping in view the demands

of the time and those of the country, meeting all the social aspirations. It should

also be organised in such a way that the student’s time and leisure may not be

wasted.

The commission also advocated the nationalisation of the textbooks.

Textbooks should be selected on the basis of their merits and utility. For this

purpose the commission has recommended the appointment of a High Power

Committee which will select books for all the classes. The commission also

suggested that the textbook once chosen should not be changed soon. In addition

to textbooks each school should have some such books which may impart general

knowledge to students. The teachers should also be provided with new literature

books in order to keep their interests alive.

For improving the standard of teaching the commission has suggested that

the Central Government should appoint a Committee of Experts which should

conduct research for finding out ways and means for improving the teaching

methods.

Regarding improvement of teacher’s status, the commission suggested that

trained teachers should be appointed to teach higher class. Same pay for same

work and ability should also be adopted. Teachers should be given handsome

salary, pension, and provident fund and life insurance benefits in order to give

them some economic security.

On Management and Administration of Secondary Schools, the commission

has given the following suggestions –

(i) The post of the Director of Education should be equivalent to the Joint

Secretary of the Secretariat and he should advise the minister in this

capacity.

(ii) The Secondary Education Board should be organised under the

Chairmanship of the Director of education who should arrange for

Secondary Education in his state.

(iii) A board for teachers’ training should be established.

(iv) Central and State Committees should be organised for giving advice on

Secondary Education.

(v) The District Inspector of Schools should assist the teachers in

performance of their duties and in solving their problems arising from

time to time.

(vi) New schools should be reorganised only when they fulfil all conditions.

(vii) The State Government should organise a committee for management and

administration of schools.

For finance, the commission has suggested that the government should be

responsible for providing Vocational and Technical Education and the Centre

should give financial aids to State Education.

The school buildings should be adequately ventilated and situated in a

peaceful atmosphere. A school should have reading room, newspapers,

periodicals, magazines, proper desks, chairs and hall where all the students may

assemble for some group programmes are the suggestions of the commission.

Regarding examination, the commission suggested the introduction of

objective test and weight age should be given to internal assessment.

The commission has given numerous practical suggestions for the reforms

of Secondary Education in the country. If the same had been implemented in full,

Secondary Education in the land would be improved to a great extent.

(c) Narendradeo Committee of 1952-53

Secondary Education System was reorganised in 1948 in U.P. After four

years working of this new system, The Government of U.P. considered it necessary

to examine its progress and problems. So it appointed another committee under

the Chairmanship of Acharya Narendradeo in 1952. This committee was required

to study the problems of Secondary Education in U.P. and suggest measures for its

reforms.

The committee paid attention to the all round development of students and

has given comprehensive and practical suggestions for their education. The main

recommendations are – (i) the committee suggested that the managing committee

of each school should have at least 12 members in addition to the Principal and a

teacher representative. The tenure of a managing committee should be three

years. This arrangement should be applicable to all recognised schools, (ii) the

selection committee for a school should consist of five members of the managing

committee including the Principal. A teacher selected by this committee should be

approved by the District Inspector of Schools, (iii) some committees should be

organised for considering problems relating to the salary, facilities and transfer of

teachers, (iv) the Directorate of Education should prepare a list of textbooks for

classes IX to XII. The teachers of the subject concerned and the Principal should

select textbooks from this list. The managing committee should not be empowered

to select textbooks, (v) the committee has raised the prestige of the District

Inspector of Schools by requiring that the appointment of teachers should be

approved by him, (vi) Sanskrit should be a compulsory part of the syllabus meant

for Hindi, (vii) in classes IX and X, six subjects should be taught along with

mathematics which should be a compulsory subject, (viii) geographical situation

should be taken into consideration while opening of schools of technical

education. Technical schools should be under the Directorate of Education.

Institutions should be established for training of teachers of technical schools.

Technical schools should be free and it should be co-ordinated with general

education, (ix) each school should have a trained teacher who may guide the

students in the selection of the optional.

(d) Kothari Commission 1964-66

Under the Chairmanship of D.S. Kothari, a National Education Commission

was set up in 1964. This commission has given Indian Education a new direction.

The commission has reflected upon the entire spectrum of education, from its

objectives to its economic aspects, and in consequence, it has raised many

illuminating questions for the country’s educationist to reflect upon. Its

recommendations on Secondary Education are –

(i) Secondary Education should be given a vocational bias.

(ii) There should be ten year course of studies.

(iii) The economic condition of teachers should be improved.

(iv) In junior classes at this stage, the three language formula should be

followed along with advanced study of subjects already taught at the

primary stage. In the higher classes two languages, three optional

subjects of arts and science, art or handicraft, social, moral and spiritual

and physical education should be included in the curriculum. It should

be seen that students obtain some practical experiences also in order

that their knowledge may not remain limited to bookish information.

(v) On educational administration, the managing committee of each

educational institution, whether government or private, there should be

a representative of the government. The fixation of salaries and

appointment of teachers of private institutions should be made

according to the method followed for teachers in government

institutions. The private institutions which fail to follow this policy

should be directly controlled by the government.

The emoluments of inspectors should be enhanced in order to improve

their status. Educational administration and inspectorate should be made

independent of each other.

(e) The National Policies of Education, 1968

The necessity of a national policy of education cannot be over emphasised,

as it related to the essential development of a country. It was in 1968, for the first

time, that a National Policy of education was formulated for preparing suitable

hands for shouldering responsibilities in the various fields of our national

reconstructions. In this policy the following seventeen programmes have been

included: (1) free and compulsory education, (2) improvement should be effected

in the standard of teachers, scale of pay and teaching methods, (3) development

and protection of all the Indian languages, (4) equality of educational

opportunities, (5) identification of gifted children, (6) science education and

research, (7) the provision of work-experience and National Service Scheme, (8)

education in agriculture and industries, (9) production of books, (10) reform in the

examination system, (11) reforms in secondary education, (12) education at the

university stage, (13) part time education and correspondence curriculum, (14)

expansion of Literacy and Adult Education, (15) sports and games, (16) education

of minorities, and (17) change in the educational structure.

Regarding Secondary Education, the policy suggest that facility of Secondary

Education should be made available to the children of all categories, poor and rich,

boys and girls, scheduled castes and scheduled tribes. Some technical and

industrial education should be given even at the Secondary stage according to the

needs of the country.

(f) National Policy of Education, 1979

In April 1979, the Education Minister under the Janata Government at the

Centre declared a National Policy of Education with the following basic points

1. In this Education Policy the first place was given to Primary Education, the

second to Adult Education and the third to Secondary Education.

2. Special attention has been drawn for rural development through the media

of education.

3. Education should be related to practical life. Bookish knowledge should not

be over-emphasised.

4. Degrees should be de-linked from jobs.

5. To improve the methods of learning, curriculum should be modified as to

develop national thinking, public schools should be integrated with other

general schools and preparation of constructive plan has also been

emphasised for reviving the cultural heritage.

6. In place of 10+2+3 educational structure, as already approved by the

Government of India, a new pattern of 8+4+3 has been recommended. The

(+4) Plus four will be the stage of Secondary Education. This will be meant

for children within the 14 to 18 years of age. ‘General’ and ‘Vocational’

aspects will be the principal parts of education at the Secondary Stage. The

General Education may lead to higher general education and the vocational

part will later lead to acquisition of some vocational skill for some

employment. The interchange from one part to the other will also be

permissible. Bookish knowledge should not be given undue importance.

Education should be patterned according to the existing social needs. The

members of subjects should be reduced as to permit enough scope for

useful social work, physical education, vocational training, sports and

games and cultural activities. Qualitative improvement of Secondary

Education and its co-relationship with general education have been

particularly emphasised. Correspondence Education should be arranged for

children of weaker section of society, if they cannot go in for general

education in schools. Irrigation work at small scale, rural health, home

management have been added in the programme of rural development in

this new educational policy proposed by the Janata Government.

7. The mother tongue will be the medium of instruction in the Secondary

Level. General examination will be made partly objective. Internal and

periodical evaluations have also been recommended.

8. Teachers should be encouraged to do research work. Pre-service and in-

service training should also be arranged for teachers.

9. Technical and Adult education are also emphasise in this policy.

(g) National Policy of Education, 1986

On April 20, 1986 a New Educational Policy was placed before the Indian

Parliament for consideration and approval. The following objectives of education

were particularly emphasised in this policy:

1. Vocationalisation of Education, particularly, at the secondary stage of

education the curriculum should be job-oriented.

2. To awaken the people about the various scientific and technological

developments and to make the students at the various stages of education

aware of the same in order that they may utilise them in their future life.

3. To encourage the government and non-governmental efforts for wiping out

illiteracy and to emphasise the necessity of adult education, formal

education, farmers’ education and ‘open’ schools.

Vocationalisation of Education has been particularly emphasised in the new

education policy. As far as possible, education should be given in a natural

environment. The child must acquire some skill in some area of his interest. This is

necessary for a happy life in future. With this end in view this new education policy

has advocated for inclusion of scientific and technical subjects in the curriculum.

(h) The New Education Policy of 1990

When the National Front Government was entrenched at the Centre early

in 1990, it formed an education committee under the Chairmanship of Ram Murti.

The main purpose of this committee was to critically examine the old educational

policies and to suggest new measures for promoting industrialisation and

development of rural areas of the country. The Central Government also expected

that this committee would suggest suitable measures for decentralisation of

educational system and for making Operation Black-Board Scheme of 1986 policy

more successful. The committee was further requested to detail out the causes

due to which Secondary Education up to 1990 could not be vocationalised and job-

oriented. It therefore, suggests that vocational education should not be organised

separately. Instead, the total educational programme should be so developed in an

integrated manner that Vocational Education may become an essential subject of

the same. This kind of educational programme should be initiated from the

primary stage of education. The three-language formula should also be

implemented more rigorously and sincerely.

(i) National Policy on Education (NPE) 1986 and Programme of Action (POA)

1992

Since the adoption of the 1968 Policy on Education, there had been

considerable expansion in educational facilities all over the country at all levels.

However, the general formulations incorporated in the 1968 policy did not get

translated into detailed study of implementation. As a result, problem of access,

quality, quantity, utility and financial outlay, accumulated over the years, assumed

such massive proportions that they had to be tackled with the utmost-urgency.

Accordingly, the Government of India announced in January 1985, that a New

Education Policy would be formulated in the country. A status paper ‘Challenge of

Education – A Policy Perspective’ was issued by the Ministry of Education,

Government of India in which comprehensive appraisal of the existing system of

education was made. There was a country-wide debate on educational reforms in

the country. Finally the New Policy on Education 1986 was approved by the

Parliament in May 1986. Subsequently ‘Programme of Action’ was chalked out for

the implementation of the Policy.

The implementation of National Policy on Education (NPE) was evaluated by

two committees, namely, Ramamurti Committee (1990) and Janardhana

Committee (1992). As a result of the recommendations of these two committees,

slight modifications were made. Nevertheless the thrust and the programme of the

1992 policy remain the same.

The National Policy on Education has outlined the following problems:

1. Establishment of a national system of education.

2. Problem of Centre-State partnership in education.

3. Education for equality.

4. Universalisation of Elementary Education.

5. Promotion of adult education.

6. Pace-setting schools.

7. Vocationalisation of education.

8. De-linking degrees from jobs.

9. Raising the status of teacher.

10. Management of education.

11. Formation of Indian Education Service.

12. Role of community and voluntary organisations.

13. Resource mobilisation.

It was for the first time that a Prime Minister in Independent India had

shown such a deep concern for education and initiated action for the formation of

NPE to meet the present and future needs of the country. Again for the first time

there was a nation-wide debate on various aspects of education. But this was not

considered enough. The policy document was discussed in the Parliament and

Programme of Action was approved for the implementation of the New Policy.

The Ministry of Education, Government of India renamed itself as the

Ministry of Human Resource Department.

Among the most important merits, following may be mentioned

1. The National System of Education – The NPE has proposed a national

system of education to provide access to education of a comparable quality

of all students, to have a common educational structure with national

curricular framework containing a common core.

2. Elementary Education and Operation Blackboard – For bringing about

qualitative improvement a new scheme of Operation Blackboard was

started.

3. Navodaya Schools – Setting up Navodaya Vidyalaya is a great landmark in

the history of education in India.

4. Vocational Targets – The policy has fixed somewhat realistic targets of

covering 10 percent of higher secondary students by 1990 and 25 percent

by 1995.

5. De-linking Degrees from Jobs – Beginning is to be made in de-linking

degrees from jobs in selected areas.

6. Performance and Accountability – Stress has been laid on performance and

accountability at all levels.

7. Decentralisation of Management of Education – The policy calls for evolving

a strategy of decentralisation and the creation of a spirit of autonomy for

educational institutions.

8. Indian Education Service – It is envisaged that the constitution of the Indian

Education Service is likely to bring about a national perspective in

education.

9. National Testing Service – This is likely to be helpful in determining

suitability of candidates for specified jobs and to pave the Way for the

Emergence of Norms of Competence Access the Nation.

10. Raising Resources – The policy has suggested methods of financial

education. There are – (i) beneficiary communities to maintain school

buildings and supplies of some consumables, (ii) raising fees at the higher

levels of education, (iii) levying a cess or charge on user research and

development agencies, and (iv) affecting savings by the efficient use of

facilities

(j) Suggestions for the Implementation of NPE

1. A correct estimate of the availability of funds should be made and

educational reforms planned accordingly.

2. Reliable and latest statistics should be obtained before planning.

3. Right order of priorities should be determined.

4. Maximum funds should be earmarked for Elementary Education.

5. Money to be spent on organisation of seminars should be utilised for

providing necessary equipment and staff to primary schools.

6. Money to be spent on curriculum reform (by and large without any

significance) should be utilised on Primary Education

7. Funds from adult education programmes (normally wasted on adult

education centres on paper only) should be diverted to Elementary

Education.

8. No department should be opened for the implementation of NPE. Existing

resources should be utilised.

9. No new posts should be created for the implementation on the NPE. There

is scope for utilising the existing personnel.

10. There should be no failures up to class VIII.

11. There should be no expansion of universities like JNU, New Delhi as they

are like white-elephants.

12. Vocational education should be provided systematically and only in

separate institutions.

13. Maximum use should be made of the existing facilities in higher educational

institutions.

14. Posts of the Secretary of Education at the Centre and the States should be

given to educationist and not to other cadres and also of the Director of

Education in the IAS/PCS.

15. Far-reaching changes are needed in the inspection and supervision of

schools. If this is not possible, this staff should be utilised for other

educational programmes.5

1.5 Secondary Education under the Various Five Year Plans

After the achievement of independence our leaders introduced five year

plans with a view to effect the development of the country in various fields. In

these plans education, too, found an important place. So plans have been made

for the development of various stages and kinds of education. Below are the

objectives of the development of education under the various plans and the

nature of achievement under each.

1. Reorientation of the educational system and integration of its different

stages and branches;

2. Expansion in various fields, especially in those of basic and social education,

remodelling Secondary Education and Technical and Vocational Education;

3. Consolidation of existing Secondary and University Education and the

devising of a system of Higher Education suited to the needs of the modern

society;

4. Expansion of facilities for Women’s Education and specially in the rural

areas;

5 Ibid, pp. 145-148.

5. Training of teachers, especially women teachers and teachers for vocational

schools and courses and improvement in their pay-scales and conditions of

services; and

6. Helping backward states and sections of population by giving preferential

treatment of them in the matter of grants.

The First Five Year Plan and Education, 1951-56

The Planning Commission tried to reorganise education under the First Five

Year Plan. The following were the main points of this reorganisation scheme

1. To convert Primary Education into basic education, to expand social,

secondary, vocational and technical education.

2. To introduce the necessary changes in the Secondary Education according

to the needs of rural population. Accordingly to reorganise secondary and

University Education.

3. To encourage women education and to spread it in the rural area.

4. To affect a co-ordination between the various things related to education.

5. To arrange for training of men and women teachers of all levels.

6. To improve the salary and facilities of teachers. To make the educational

system more useful and effective.

7. To give more aid to states which are educationally backward

Rs. 151.66 crores was allocated for development of education. For

development of education, the following targets were to be achieved.

(i) 60 percent of the children between 6 to 11 years of age to be educated.

(ii) 15 percent between 14 to 17 years of age to be educated.

(iii) 30 percent of illiterate adults to be given social education.

The plan could not be successful because of inadequate finance and lack of

experience too, came in the way.

The Second Five Year Plan and Education 1956-61

The experience gained during the first five year plan became the basis for

the second five year plan. In this new plan the incomplete programmes were to be

completed alongside some new ones.

An educational conference was convened in 1954 to discuss the various

educational schemes and programmes of the first five year plan. Causes of failure

of the programmes were discussed and the new schemes were formulated for the

second plan in view of the needs of the nation and the aspirations of the people.

The conference reached the following decisions.

1. Basic education should be expanded as far as possible.

2. Secondary Education should be reorganised and should be converted into

multi-purpose.

3. To reorganise the University Education.

4. To develop military education.

5. To spread social and cultural education.

6. To reorganise and develop vocational and technical education.

In all 307 crores rupees were spend on education. Out of this amount the

Central Government gave 95 crores and the State Governments 212 crores.

Excepting Primary Education, other types of education were well taken care during

the second five year plan.

The Third Five Year Plan and Education (1966-69)

In the third five year plan, Primary Education and literacy drive were to be

especially encouraged. The objective of this plan was to make Primary Education

compulsory for children between 6 to 11 years of age. Some programme for the

development of secondary, higher, vocational, industrial, technical and science

development were also made. To improve the condition of teachers and their

training was another aspect of the plan in the area of education. Regarding

secondary education, in the third plan, it was decided to open more high schools.

4000 high schools were to be reorganised into multi-purpose schools. It was

thought that there would be 15 percent increase in the number of children

between 14 to 17 years of age for secondary schools. It was also aimed to give a

vocational bias to secondary education. For this purpose teachers were to be

especially trained and guidance workers were to be appointed.

In this third plan, 500 crores were assigned to education. Technical

education was given preference over other items and 130 crores were reserved for

this. The remaining sum of Rs. 370 crores was to be distributed once other items of

development of education. Primary Education was given 180 crores, secondary 90

crores, higher education 75 crores and other items of education 25 crores.

The Fourth Five Year Plan and Education (1969-74)

For the fourth five year plan, the government provided 1260 crores of

rupees. This sum was two and a half times more than what it was for the second

plan. In this plan greater attention was paid to qualitative development and less on

quantitative. The various schemes of education were framed with this major

objective. Regarding Secondary Education, on the basis of the previous plan, it was

estimated that about 5 lakhs students would take admission to Secondary Schools

during the fourth plan period. Accordingly facilities had to be organised for

Secondary Education. Education in Science and Vocational Education were

particularly emphasised. About 279.17 crores of rupees were provided for

Secondary Education.

Development at all stages of education: Vocational, technical, adult,

physical educations were encouraged. Preparation of better textbooks and coining

of technical terms in Hindi were taken up during this plan period.

The Fifth Five Year Plan and Education (1974-79)

During the fifth five year plan more attention has been given on qualitative

development and on affecting a closer co-ordination between the various stages of

education. Rs. 1726 crores were allocated in the fifth plan for education.

On Secondary Education, it was planned to increase the enrolment in

schools. It was estimated that in all about 20 lakhs more students would be

enrolled in Higher Secondary Schools during this plan period. Accordingly, funds

were allocated for Secondary Education. Vocationalisation of Secondary Education

has been a special scheme with regard to education during the plan period.

The Sixth Five Year Plan and Education (1980-85)

General education policy is to be followed during this plan period are

1. Compulsory Primary Education for children between 6 to 14 years of

age.

2. To encourage scheduled and tribal classes to receive education.

3. Attention on qualitative development.

4. Vocational education in secondary schools to be introduced.

5. To spread education in backward areas.

6. Adult literacy to be encouraged and social education to be given to

adults.

7. Education in science to be encouraged.

8. Education to be rural oriented.

Regarding Secondary Education, greater emphasis has been paid on

qualitative development and on vocationalisation of education. It has been

decided that new schools will be opened only in backward areas. In the qualitative

development plan teaching of mathematics and science will be improved. The

students will be engaged in social sciences. Better training for teachers will be

arranged. Vocational courses to be instituted will be more beneficial than those

introduced during the fifth plan period. In the sixth plan 300 crores of rupees have

been provided for the development of Secondary Education. In order to arrange

for this sum, contributions from local communities will be invited.

The Seventh Five Year Plan and Education (1985-90)

The main objectives of education during the seventh five year plan are

1. To pay special attention on education of the backward classes.

2. To emphasise vocationalisation of education at the secondary level.

3. To pay attention on specialisation at the university stage

4. To emphasise the scheme of universalisation of education as laid down in

the education policy of 1986.

5. To reform and expand the technological and vocational education.

6. To open a number of centres for social education.

7. To improve the condition of teachers by raising their salary scales through

enlisting the co-operation of the Central and State Governments.

In order to meet the above objectives 6382.65 crores of rupees were

earmarked for the purpose. Out of this amount it was decided that Rs. 5457.09

crores will be spent on improving general and technological education. Rs. 360.00

crores was fixed for development of adult education.

On Secondary Education, it was thought to utilise the ‘Distance Education’

and Open School techniques for quantitative and qualitative improvement of

education at this stage. Education in science subjects was considered as very

important at this stage. For this purpose libraries and laboratories were to be

enriched. The importance of work experience was recognised and it was thought

that education should be connected with some kind of production. Vocational

courses were also to be added at this stage of education. In service teachers’

training was also considered necessary for teachers at this stage.

The Eighth Five Year Plan and Education (1992-97)

The objectives of education as laid down for the Seventh Five Year Plan

(1985-90) were not achieved during the stipulated period, but the ritual of

declaring the institutions of an Eighth Five Year Plan was duly started by our

Central Government.

Secondary Education will be expanded further. New Secondary Schools will

be opened at some new places for providing education to children of scheduled

castes and scheduled tribes. Qualitative improvement will be effected and the

system of 10+2 will be instituted at places where it has not yet been done. At this

stage education will be made job-oriented.6

The Ninth Five Year Plan and Education (1997-2002)

Basic Minimum Services/ Pradhan Mantri Gramodaya Yojana/Pradhan

Mantri Gram Sadak Yojana were one of the programmes implemented during the

first three years of the plan period. The programme consisted of the seven

programmes including Universal Primary Education. During 2000-01, i.e., the

fourth year of the Ninth Plan, the Government of India introduced some changes

in the Basic Minimum Programme and splitted the programmes into two parts, i.e.,

the Pradhan Mantri Gramodaya Yojana (PMGY) which included five programmes

including Universal Primary Education, and Pradhan Mantri Gram Sadak Yojana

(PMGSY) which is meant for road connectivity to unconnected villages.7

The Tenth Five Year Plan and Education (2002-2007)

6 S.P Chaube “History and Problems of Indian Educations”. Agra: Vinod Pustak, Latest edition pp.219-240.

Print. 7 Govt. of Meghalaya. Tenth Five Year Plan 2002-2007 and Annual Plan 2002-200:.Draft Proposals. Vol. I.

General Issues and Sectoral Programmes. Shillong: Planning Department, p.x. Print.

Universalisation of Elementary Education through the Sarva Shiksha

Abhiyan (SSA), which is a Peoples Movement for ensuring quality Elementary

Education for all, will be the main objective during the 10th Plan. The goals of SSA

are:-

- All children in school/education guarantee Centre/Alternative school/Back

to school camp by 2003.

- All children complete 5 years of schooling by 2007.

- All children complete 8 years of schooling by 2010.

- Focus on Elementary Education of satisfactory quality with emphasis on

education for life.

- Bridge all gender and social category gaps at primary stage by 2007 and at

elementary level by 2010.

- Zero drop out by 2010.

There will be a perspective plan which will give a framework of activities

over a longer time frame to achieve Universalisation of Elementary Education

(UEE). There will also be an Annual Work Plan and Budget that will list the

prioritised activities to be carried out during the year. The assistance under SSA

will be on 85:15 sharing arrangement during 9th Plan, 75:25 during the 10th Plan

and 50:50 sharing thereafter between the Central and State Governments.

Access to Secondary Education will be widened to cover un-served and

viable areas, quality of education will be improved, education activities to be

diversified and switching over of the +2 stage of education system is being taken

up in a phased manner.

It is observed that since independence, we have accorded priority to

Primary Education as well as higher education. Secondary Education has not

received its due attention. A perusal of the various provisions regarding education

in the constitution would reveal that while there is Article 45 of the Constitution

concerning Primary Education, Entries 62, 63, 64, 65 and 66 of List I include higher

education. It is therefore obvious that Secondary Education has been rather

neglected, and it has remained as the weakest link.8

The Eleventh Five Year Plan, 2007-12

The Eleventh Plan (2007-12) aims to:

(i) raise the minimum level of education to class X and accordingly

universalise access to Secondary Education;

(ii) ensure good quality Secondary Education with focus on Science,

Mathematics and English; and

(iii) Aim towards major reduction in gender, social and regional gaps in

enrolments, drop-outs and school retention. The norm will be to provide

a secondary school within 5 Km and a higher secondary school within 7-8

Km of every habitation. The Gross Enrolment Ratio (GER) in Secondary

8 S.D.Khanna, et al. Op cit.

Education is targeted to increase from 52% in 2004-05 to 75% by 2011-12

and the combined secondary and senior secondary GER from 40% to 65%

in the same period.

Scheme for Universal Access and Quality at the Secondary Stage (SUCCESS)

The erstwhile schemes of ICT (Information and Computer Technology) in

schools, girl child incentive, Integrated Education for Disabled Child (IEDC),

Vocational Education (VE), etc. will be subsumed under a new umbrella CSS named

SUCCESS. The principal objectives of SUCCESS will be (i) universalising access with

major reduction in gender, social, and regional gaps in enrolment, dropout, and

retention and (ii) improving quality with focus on Science and Maths. Specific

interventions will include:

Setting up 6000 high quality Model Schools at Block level to serve as

benchmark for excellence in secondary schooling.

Upgrading 15000 existing Primary Schools to Secondary Schools.

Increasing the intake capacity of about 44000 existing Secondary Schools.

Strengthening infrastructure in existing schools with 3.43 lakhs additional

classrooms and additional 5.14 lakhs teachers.

Encouraging establishment of good quality schools in deficient areas in both

public and more in PPP mode.

Expansion of KVs and NVs in underserved areas.

100% trained teachers in all schools and reaching PTR of 25:1 by 2011-12.

Revamped ICT in Secondary and higher Secondary Schools.

1.6 Historical Development of Secondary Education (In India)

Before Independence the form of Secondary Education was prescribed by

foreign educationists. They were classified in different manners such as –

Vernacular middle schools, matriculation, entrance, high school and intermediate,

etc. Formerly, Primary classes were designed up to fifth class, Middle classes were

run from fifth to seventh and High school and Intermediate classes were run from

eight to twelve.

The progress of Secondary Education had become very slow during this

period (1937-47). After the partition of the country there were only 11907 schools

in India. Out of this number, 1733 schools were for girls. The available statistics

indicate that there were 3353856 boys and 356125 girls in these schools.

There have been many causes of slow progress of Secondary Education

during this period. But most formidable cause was the roaring prices which gave a

great set-back to the people who felt difficulty to send their children to schools for

Secondary Education. Tuition fees were enhanced, the stationary and books cost

more, the cost of living in cities touched a new high index and the expenses in

hostels also became heavier correspondingly. Under such circumstances the

children from middle class families felt helpless and were deprived of educational

opportunities. Consequently the number of students in Secondary Schools

decreased. Thus Secondary Education came within the reach of only rich families.

Numerous poor but deserving children could not enter high schools.

Another reason for the poor progress of Secondary Education was the lack

of enthusiasm in the field of Primary Education from where came students for

secondary schools. Since many deserving students could not come for secondary

education, the high school became flooded with undeserving students.

After the achievement of Independence, both the Government and the

Private Sector began to take keen interest in the development of Secondary

Education. One of the most important event that have taken place in the realm of

Secondary Education during the post-independence era is the appointment of the

Secondary Education Commission in 1952, to study into the various problems of

Secondary Education and suggest measures for the reforms of its various aspects,

such as training, building, administration and control. The commission has given

numerous practical suggestions for the reforms of Secondary Education in the

country. It has drawn our attention to the various defects of the existing system of

secondary education. It has rightly pointed to the evils of the prevailing

examination system. It has well suggested for the improvement of teachers

conditions. Other useful recommendations are for the improvement of the

curriculum, improvement of the teacher’s condition, the opening of multi-purpose

school, etc. There is no doubt, that if the same had been implemented in letter and

spirit, the Secondary Education would have improved to a great extent.

The Third Five Year Plan made a provision for a large scale conversion of

high schools into Higher Secondary stage. But in certain states this programme has

not been implemented successfully.

Two major tendencies have been discernible at the secondary stage since

1950, viz. a gradual transition of traditional pattern of bookish education into a

vocational one and attempts to make Secondary Education a self-contained stage.

A large number of courses have been provided for at this stage catering to the

needs of vocational technical training encouraged by a tremendous demand for

skilled and semi-skilled man-power created in the context of the development and

construction activities going on in the country. This has helped in the

diversification and Vocationalisation of Secondary Education to some extent. The

education commission has also recommended to a rapid Vocationalisation of

Secondary Education so as to provide enrolment at the lower secondary stage and

50 percent at the Higher Secondary Stage. This might, apart from changing the out-

model pattern of education, lead to making the secondary stage a self-contained

one in itself and related more and more to the needs of the life of the individual as

well as of the community.

To sum up the opinion of the Planning Commission, “Efforts will be made to

reorient our Secondary Education and devise a system that will prevent the current

rush to the universities and at the same time, give to the secondary school learners

a training which has an employment value and make them productive workers

when they go into the world.9

Efforts have been taken by the Government of India to help in the

expansion of the Secondary Education in the country. Strategies to be adopted

during the 10th Plan period on Secondary Education are

1. All existing Secondary Schools will be strengthened and improved so that

they get trained and qualified teachers.

2. Hostel facilities will be created to provide access of Secondary Education to

unviable areas.

3. The system of funding Secondary School must undergo changes and

innovation.

4. The vocational courses and institutions will have a planned expansion so

that out-turn do not become saturated. Pre-vocational education will be

encouraged in all Secondary Schools.

The high percentage of untrained teachers is due to a faulty recruitment

policy. Policy intervention would be required so that pre-training may be made an

essential qualification for recruitment of teachers. Facilities for Teachers Training

and Training will be improved and strengthened. Pre-service training along with in-

service training for elementary teachers has been started in the District Institute of

Education and Training (DIET).

9 Govt. of India. Fourth Five Year Plan. Planning Commission (draft Outline-2002-07). New Delhi:

Planning Commission, 2002. p. 315. Print.

To ensure quality education the content and process of education both in

the schools and Teachers Training Institutes as well as the examination system will

be further improved and strengthened. Facilities for capacity building of faculty

members of Directorate of Educational Research and Training (DERT) and DIETs

will be provided to improve their professional competence.

Besides, facilities for conduct of In-service and Pre-service trainings,

orientation course and workshops, faculty members of DERT and DIETs will be

encouraged to conduct research in problem areas in education as well as

innovation in education in collaboration with national agencies such as National

Council of Educational Research and Training (NCERT), National Institute of

Educational Planning and Administration (NIEPA) and other institutes such as the

Central Institute of English and Foreign Language (CIEFL) and the North-Eastern Hill

University (NEHU).

1.7 Problems of Secondary Education in India

Now it is necessary to know the problems that are obstructing the growth

of Secondary Education. Needless to say that, the growth of Secondary Education

will not be satisfactory unless these problems are solved. In short, the many

problems of Secondary Education can be enumerated as below:

1. The Problem of Organisation and Form of Secondary Schools – There is no

similarity in the forms of various Secondary Schools existing in our country.

The following types of Secondary Schools are generally found in India: (a)

Intermediate colleges, (ii) High school and junior high school, (iii) Higher

secondary schools, (iv) Multi-purpose schools and (v) Special schools. If the

forms of Secondary Schools in the various states of the country were the

same, the students will not feel much difficulty in going for education from

one state to another.

2. The Problem of Determination of Aims – The number of students at the

Secondary stage has increased, but we have not been able to give them

education which may enable them to stand on their own feet. Education

imparted to them has been merely theoretical. Today the student has only

two options after having received Secondary education: (i) to enter

university for further education or (ii) to search for some job. Secondary

Education should be useful; it should not increase unemployment but

produce able, self dependence, dutiful and patriotic citizens.

3. The Problem of Curriculum – In order to achieve the above objectives of

Secondary Education, its curriculum should be practical and useful. But due

to geographical variation, the needs of one state differ from those of

another. The problem of language-teaching is a difficult issue in the

curriculum construction. However, we may prepare a curriculum that is

helpful in meeting the national goals keeping in mind the aptitude and

interest of the students, regional needs, mother tongue as the medium of

instruction and arrangement for guidance and counselling.

4. The Problem of Examination – The prevailing essay type of examination has

developed so many defects now that it is no more a good measure of

academic achievements and development of the students. Thus the current

examination system should be reformed. Objective tests, internal

assessments should be considered in promotion examination.

5. The Problem of Administration – Three types of Secondary Schools are

current in India: (i) Government schools, (ii) Private or non-governmental

schools and (iii) schools run by local bodies. The administration of these

schools does not appear to be efficient. There are such administrative units

as – Central, regional and district to carry out the work of educational

administration. There is a Board of Secondary Education in each state for

determination of the nature of curriculum, textbooks and for conducting

examination. Thus there is a dual administration: one by the Board of

Secondary Education, the other by the Governmental education

departments. Because of this dual control the Secondary Schools are not

achieving their purposes, because of lack of harmony and co-ordination

between the officers of these two controlling units. In fact, there should be

a mutual co-operation between the two for achieving the objectives of

Secondary Education only then the administration of secondary schools

may be useful.

6. The Problem of Lack of Finance – So far there have been more private and

voluntary efforts for the expansion of education. The schools run by

voluntary organisations have always to face the problem of inadequate

funds. Therefore, both the government and the private organisations

should co-operate with each other for organising the necessary funds for

the schools.

7. The Problem of Teachers – Teachers are like the spinal cord of the schools.

The school cannot function well if the teachers are inadequate in numbers.

Able and suitable teachers are not available everywhere. Teachers should

be trained and therefore the government should take some positive steps

to solve this problem.

8. The Problem of Supervision – Inspectors should be trained and their

approach should be democratic, reformative and constructive. They are co-

partners in the task of teachers. They should function as guides of teachers

rather than a whip of the Government.10

1.8 Historical Development of Secondary Schools in Meghalaya

The first humble origin where education in the district (here means Khasi

and Jaintia Hills District) was enunciated and developed in the village of Shella,

some one hundred and seventy years ago. It is worth noting the special advantages

and possibilities of these people of Shella to acquire education when the rest of

the district remained in darkness having no knowledge in education. How was it

10 S.P.Chaube. Op.cit

possible for them to become the pioneer in the field? On a wide research and

analysis on their origin and genealogy, it is proved that they came from Jaintiapur

before the advent of the British.

History well approves that the capital town of Jaintiapur was the only

civilised and cultural town on the hills. The people of Jaintiapur were clever and

influential and had established ages ago a strong and powerful monarchical system

with a vast territory in the plain. Since that time they had Brahmanical educational

institutions and they are well versed in Sanskrit literatures. Thus education is not a

modern development and experiment of neither the people of the hills nor the

contribution of the Britishers alone.11

Krishna Chandra Pal, an Indian Evangelist of the Serampur Mission, is said

to be the first who aimed at Christianisation of the Khasis. He remained for eight

months only, and in 1815, efforts were being made to revive it by John Silver a

young Portuguese. When the beauty and fame of education at Shella town was at

its height, attracting learners and admirers from far and wide, the Welsh Calvinistic

Missionary Society appeared on the hills in 1826, but could not do anything as the

Khasis with their religious orthodoxy bitterly opposed Christianity as a foreign

religion.

The first modern primary school in the then United Khasi and Jaintia Hills

district was established at the village of Shella, 97 km south of Shillong station in

11

W.E. Dkhar, “Primary Education in Khasi and Jaintia Hills”. Shillong: Seven Hut Enterprise, 1993,

p.23. Print.

the third of February 1823, by the Seng-Bakhraw or the four ‘Duwakdar’ (rulers of

the confederacy elected by universal male adult franchise) of the area. In the

school Sanskrit and Bengali were taught and the students were allowed to make

their choice of language they desired to learn.12

The first Missionary to be stationed in the district imparting education in its

real sense was Alexander B. Lish, a young Baptist American Missionary, who in the

beginning of the year 1832 started a primary school to teach the natives at

Bholaganj (A trading centre 18 Km to the south of Cherrapunjee), but due to the

strong opposition of the natives, it seemed that he was compelled to abandon the

work. At the end of the same year Lish proceeded to Cherrapunjee, the

administrative centre of the British in the hills, where he started three primary

schools at Cherrapunjee, Mawmluh and Mawsmai. The school at Cherrapunjee

made good progress with an average daily attendance of 36 students, but we are

not told about the progress of the other two schools at Mawmluh and Mawsmai.

What we know is that Alexander B Lish work had a gloomy outcome since the

natives were deadly scared lest education become a tool to change their culture,

religion, customs and way of life. In the year 1837, the Serampur Mission was

amalgamated with the Baptist Missionary society and the work in the hills was

abandoned in the next year 1838.

12 Ibid, pp. 49, 41-42.

The people of England and the helpers of the Serampur Mission were

greatly attracted by the work in the Khasi Hills. They decided to provide more

finance besides sending Missionaries to station at Cherrapunjee. In the year 1841,

Thomas Jones and his wife came to Cherrapunjee to revive the work abandoned by

Alexander B Lish. Early in 1842 Jones decided to open new schools in two or three

neighbouring villages. Most of the boys made excellent progress in reading and

writing but the mysteries of Arithmetic completely baffled them, wrote Lewis.13

During the year 1851-57 there were only thirty-six girls of whom twenty were at

Nongsawlia and sixteen at Nongwar School.

In 1851-52 under the influence of Inglis through U Laithat, the first Khasi to

be a Dubasia or interpreter, the Missionaries were permitted to build a school at

Lba Shella. In 1853, the schools at Nongwar (Nongrim) and Nongkroh were

established. But the schools at Lba Shella and Nongwar were cruelly destroyed in

the earthquake of 1897 which shook the greater part of the United Khasi and

Jaintia Hills and levelled down many of the mission schools, chapels and health

centre. The high school build by ‘Ki Bakhraw’ of the Shella confederacy was

destroyed once and forever.

The Government of Bengal, in order to study the order of administration on

the hills, commissioned in the early part of 1853, A.J.M. Mills officiating Judge at

the Sadder Court (Calcutta). In his official report, Mills wrote as follows

13

Ibid, pp. 52-54

“There is no Government Schools in the Khasi and Jaintia Hills, but

endeavours have been made and not without success, by the missionaries to

enlighten the tribe.14

In 1857, schools at Nongrmai, Mairang, Laitdom and Nongthymmai were

started and the total number of schools during this year were 16 (sixteen) with 240

scholars according to records.15

In 1863, the school at Mawdon in the far south to the west of Cherrapunjee

was established. According to statistical report of the year 1866, there were 52

schools with 1500 to 2000 students. In the same year the school at Nongsawlia

was converted to a Normal School for the training of native teachers. With the

help of these native teachers, the mission spread her wings to Mustoh village in

the south, Nongbah to the West of Mustoh village, Shangpung and Nongtalang in

the Jaintia Hills and Nongstoin in the far west of Khasi Hills.

On the 2nd September 1878, Jeebon Roy started the first ever High School

known as the Shillong Zillah High School with 50 pupils. The Zillah School served as

the right model and provided the entire infrastructure for the birth of the

Government High School and the Mission Girls’ High School.16

In about the year 1890-91, a number of Catholic priests and nuns

established themselves at Shella village but were discouraged by the unfavourable

14 Ibid, pp. 57-59, 61. 15 Ibid, p. 64. 16

H.Bareh , “Progress of Education in Meghalaya”. New Delhi: Cosmo Publications, 1996, pp. 180-

184,187. Print.

attitude of the people, they abandoned the work in 1891 and established the

headquarters at Jowai, the town of the sub-division. They started Boarding-cum-

Orphanage convents on a large scale which no other missions or organisations had

attended to before. The Loreto Convent was inaugurated in 1909. Sometimes in

1914, the Irish Christian Mission set up St. Edmund’s School. The Don Bosco

technical Education was initially started in 1907-08 but was formally inaugurated in

1928. In 1927, St. Mary’s school was started while St. Anthony’s School and

orphanage was up-graded to middle level around 1908-10 and about 1931-32 was

recognised as High School.17

The Seng Khasi Organisations, a religious organisation to revive Khasi

culture and religion was instituted in 1898. A Seng Khasi School was started as Free

Morning School in 1921 and attained the status of a Higher Secondary Institution

in 1961, but later in the middle of the seventies reverted to the High School.

The Ramakrishna Mission established a school at the town of Shella in the

year 1924 and at Nongwar in the year 1928.18

Among the Khasis the first woman to be educated was Ka Annamon, in the

year 1903 and the first woman to be graduated was Ka Binola from Nongwar

village in the year 1918.

17 Ibid. 18

D.E.Dkhar, Op.cit.

In the quinquinnial education report (1926-31) Khasi women stood first in

respect of literacy in the province of Assam, and in the pre-Independence period

Khasi women stood second, in the sub-continent, India. Khasi women are second

to none in literacy.19

One thing we have to bear in mind that the beginning of the first part of the

twentieth century saw a great revival of education in the hills not only of the

Welsh Calvinistic Presbyterian Mission, but of the other foreign mission like the

Roman Catholic Mission, the Seventh Day Adventist Mission, the Baptist Mission

and the Church of England. Other agencies are the Brahmasamaj, Rama Krishna

and the Seng Khasi began their operations in the field of education.

In Garo Hills, education comes before Christianity. It was David Scott who

first conceived the idea of educating the Garos ever since December 1812. But the

outbreak of the Anglo-Burmese war in Assam drew him away from the Garo field,

when on November 20, 1823 he was appointed the Governor-General’s Agent for

North-Eastern Frontiers. However, in spite of his heavy official duties as the

Commissioner of North-Eastern Frontiers, Scott continued to take keen interest in

the matter of education of the Garos. On October 12, 1826 Government grant was

made for a Garo school established at Singimari. The school did not have much

impact on the life of the Garos. This was so because firstly, it was too short lived,

secondly, it came too early, and thirdly, it was not well implemented because of

the absence of teachers with missionary zeal.

In 1847, under the care of Major Jenkins, a school was started at Goalpara,

but the school did not attract the Garo boys. In 1856 another school was opened at

Rongjuli, the oldest and biggest Garo villages situated in the plains of Assam. In

1864, the Damra School was founded by Ramke W. Momin. The first American

Baptist Missionaries designated to work among the Garos. Dr and Mrs Stoddard

arrived at Goalpara on October 3, 1867 opened a small school, but the school did

not last as the health of Mrs Stoddard did not permit her to continue.

In 1868, Missionary schools sponsored by the Government were

established at Nibari, Rongjuli, Rajasimla, Bangalkata and Tura, but the

headquarters of the Mission continued to be at Goalpara till 1878. In 1872, there

was one Normal School and 14 village schools in the Garo Hills. In 1886, the school

for the non-Garos in the plain section come under the immediate care of the

government and the Garo schools under the management of the Mission. At the

close of 1886, there were 44 schools with 766 pupils and one station school at

Tura.

In 1934, it was decided that the Garos would themselves open a High

School to be called “The Sobha School” at Tura. This school was taken over by the

government in 1938.

The Roman Catholic Church Mission having come to Garo Hills in 1933

opened one Middle English School at Dalu in that year. In 1961, it maintained 69

Lower Primary Schools in the villages and three High Schools. Today they are

expanding their missionary activities much faster than any other and their

educational activities are also expanding by leaps and bounds.

The Constitutional Amendment of 1976 placed Education in the Concurrent

list of the Constitution of India. This has brought about a sharing of responsibilities

between the Central and the State Governments. More importantly, for a resource

poor State like Meghalaya this has meant a welcome infusion of funds from the

Central Government. The State will therefore, frame its policy within the broad

parameters of the National Policy on Education 1986(NPE1986) and share the

responsibilities and functions as partners with the Central Government in the

implementation of the objectives of the NPE 1986.

Literacy has brought a quantitative and qualitative change in the society as

it literate’s people from ignorance. The growth in literacy in Meghalaya is indicated

in the table 1.1.

Table 1.1: Literacy Rate (in Percentage)

Year Meghalaya India

Male Female Total Male Female Total

1951 - - - 24.95 7.93 16.67

1961 32.32 21.15 26.92 34.44 12.95 24.02

1971 34.12 24.56 24.49 39.45 18.72 29.46

1981 47.75 38.30 42.05 46.89 24.82 36.23

1991 53.12 44.85 49.10 64.13 39.29 52.21

2001 65.04 59.06 62.06 75.85 54.16 65.36

Sources: 1. Selected Educational Statistics 1996-97, Ministry of Human Resource Development.

2. Census of India 1991, 2001, Statistical Handbook Meghalaya. 2008-09 Directorates of

Economics & Statistics. Government of Meghalaya: Shillong.

According to the table 1.1 above, it indicates that the literacy rate in

Meghalaya in 1961 was high at 26.92% than the All India Literacy rate of

24.02%. In 1991 it was 49.10% and was lower than the All India rate which

was 52.21%. Again it was low in 2001 with 62.6% compare to the All India

rate of 65.36%.

District wise it was interesting to note that East- Khasi Hills District top

the literacy rate in the state, in 1981 with 43.78% ,in 1991 it was 60.64% and

in 2001, 76.1 %. Jaintia Hills District was seen having the lowest rate in 1981

and 1991 with 24.51 % and 35.32 %. In 2001 with 50.7 % Jaintia Hills was next

only to West Garo Hills which has the lowest rate of 50.7%.This was indicated

in table 1.2.

Table 1.2: Percentage of Literacy: District wise, Male/Female

1981 1991 2001

District Person Male Female Person Male Female Person Male Female

Jaintia Hills

District

24.51 24.63 24.38 35.32 34.37 36.31 51.9 50.1 53.7

East Khasi

Hills District

43.78 46.96 40.30 60.64 62.86 57.4 76.1 77.3 74.8

West Khasi

Hills District

31.97 34.8 29.75 50.52 52.98 47.94 65.1 66.5 63.7

East Garo Hills

District

33.51 39.1 27.66 48.38 54.70 41.70 60.6 66.1 54.9

West Garo

Hills District

25.91 32.4 19.55 39.32 46.93 31.32 50.7 57 44.1

South Garo

Hills District

- - - - - - 55 61.5 48

Ri Bhoi

District

- - - - - - 65.7 68.8 62.4

Meghalaya 34.8 37.89 30.8 49.10 53.12 44.85 62.6 65.4 59.6

Source: Pocket Statistical Handbook of Meghalaya 1981, 1991, 2001. Directorate of Economics and

Statistics. Government of Meghalaya, Shillong.

The progress of education in Meghalaya is also gauged from the quantitative

increase in the number of institutions. Schools have increased by leaps and bounds

especially since the state was inaugurated in 1972. In 1973-74, the total number of

schools was 3325 and in 2006-2007, it touches to 9384.1059 schools were added in

a period of 34 years. The total number of recognised educational institutions in the

state from 1973-74 to 2006-07 is given in table 1.3 below.

Table 1.3: Total Number of Recognised Educational Institutions in Meghalaya

Institutions 1973-74 1988-89 1989-90 1994-95 1998-99 2002-03 2004-05 2005-06 2006-07

1 2 3 4 5 6 7 8 9 10

Primary 2852 4182 4231 4177 4679 5646 5851 5851 6351

and Junior

Basic

Middle and

Senior Basic

341 747 777 850 946 1041 1759 1759 2259

High and

Higher

Secondary

132 369 412 429 493 643 711 655 774

Total 3325 5298 5420 5456 6118 7330 8321 8265 9384

Total 3325 5298 5420 5456 6118 7330 8321 8265 9384

Source: Statistical Handbook of Meghalaya 1993, 1996,1998,2003,2008 – 2009. Issued by The

Directorate of Economics and Statistics. Government of Meghalaya: Shillong.

The number of students at the school level during the year 1973-74 was

2,23,795.In 2006-2007 it has raised to 7,97,478.As there was an increase on

population, so also there was an increase in the numbers of students in

educational institutions. In a period of 34 years the number of students rose by 5,

73,673. This is indicated in table 1.4.

Table 1.4: Enrolment in Educational Institutions by Types of Institution:

Institutions 1973-74 1992-93 1994-95 1998-99 2001-02 2004-05 2005-06 2006-07

1 2 3 4 5 6 7 8 9

Primary

and Junior

Basic

167750 367860 375678 402349 329132 412822 444480 487936

Middle

and Senior

Basic

22948 65770 72356 79112 96110 154347 178380 202052

High and

Higher

Secondary

33097 80464 106646 99340 56571 89875 154459 107490

Total 223795 514094 554680 580801 481313 657044 777319 797478

Source : 1.Director of Public Instructions, Meghalaya, Shillong, 1973-74 (Selected).

2.Annual Report, 2002-03 (Selected), Ministry of Human Resource Development, Government

of India.

3. Pocket Statistical Handbook of Meghalaya 1995, 1996, 1998, 2003, 2008-2009.

The Government offers some incentives for students of Secondary

stage. Incentives towards Secondary Students are:

(i) Award of Merit Scholarship,

(ii) The National Merit Scholarship Scheme and Scheme of Scholarship at the

secondary stage for talented students from rural areas from classes VI up

to class XII.

(iii) Border Area Scholarship to students coming from or studying in border

area of the state.

(iv) Hostel grants especially for SC/ST and other educationally backward

minorities.

(v) Reservation of seats for SC/ST in Central institutions of higher education.

(vi) Increasing of budgeted expenditure on education.

The number of teachers in all the educational Institution of Meghalaya from

1988 – 1989 to 2006 – 2007 is provided in the following table:

Table 1.5: Number of Teachers in the Educational Institutions of Meghalaya

from1988-1989 to 2006-2007.

Institutions 1988-

1989

1992-

1993

1994-

1995

1998-

1999

2003-

2004

2004-

2005

2005-

2006

2006-

2007 Primary and

Junior Basic

6566

8147

8679

10966

13034

13034

13745

14034

Middle and

Senior Basic

2972

3585

3967

4567

6607

7407

7407

9407 High and

Higher

Secondary

3113

4221

5097

5574

6158

6204

6204

6537

Total 12652 15953 17743 21107 25799 26645 27356 29978

Source: Pocket Statistical Hand Book Meghalaya 1993, 1998, 2003, 2009. Issued by the

Directorate of Economics and Statistics. Government of Meghalaya, Shillong.

With regard to the number of teachers in the educational institutions we

could see that their number also increased according to table 1.5 above. It was an

addition of 17,326 more teachers within the period of 19 years. We could also see

that during 2005-2006 and 2006-2007 there was an increase of 2,622 number of

teachers from primary to higher secondary level. But this increase in the number

of teachers was not proportionate with the increase in the number of students.

Regarding expenditure on education, the government along with the efforts

of the Public Organisation (including Village Durbar, Church, etc) had a great role

to play. The government expenditure on education in Meghalaya is indicated in the

following table.

Table1.6: Amount of fund allotted to Secondary School in Jaintia Hills

Year Type of schools Amount allotted (Rs.)

2000 Deficit schools 1,53,92,616

Aided schools 18,57,600

2005 Deficit 1,96,000,44

Aided 75,95,966

2010 Deficit schools 3,12,72,362

Aided schools 1,24,80,000

Source: Office of the Inspector of Schools, Jaintia Hills, Jowai

Table 1.6 above, gives a clear picture of the fund allotted to schools varied

from year to year and also between Deficit and Aided schools. It is also clearly

indicated that Private or Aided schools get less fund than the Deficit schools. The

fund allotted to Deficit schools is more than the fund allotted to the Aided. While

in 2000 it was Rs. 1, 53, 92,616, in 2005 it was raised to Rs 1, 96, 000, 44 and to Rs

3, 12, 72,362 in 2010. For the Aided school it was much more, because from the

amount allotted in 2000 which was Rs. 18, 57,600, it rose to Rs.75, 95,966 in 2005

and to 1, 24, 80,000 in 2009-2010. In absolute terms it was an impressive increase.

But this amount allotted to aided schools was much less compared to the amount

allotted to deficit schools because the number of aided schools is much greater in

number than the deficit one.

In the state as a whole, The Tenth Five Year Plan projected outlay for the

General Education Sector is Rs 25400 lakhs. The expenditure incurred during the

first four years of the plan was Rs 22910.46 lakhs. The approve outlay during 2006-

2007 is Rs 7000 lakhs .The total anticipated expenditure during the Tenth Plan is Rs

29910.46 lakhs. The proposed outlay for the Eleventh Five Year plan 2007-2012 is

Rs 80000 lakhs and the proposed outlay for the Annual Plan 2007-2008 is Rs 12000

lakhs. Given the importance that education has been accorded in evaluating level

of development in countries as well as construction of new indices of

development.19

Meghalaya has a large proportion of population in all age groups who is not

attending any educational institutions. The proportion of population in all

academic endeavours is higher in the age group 15-25 years which is expected. For

example in the rural areas in 2004-2005 about 86 percent of the men in the age

19-25 years were not currently enrolled in any educational institutions. Similarly,

about 87 percent of the rural women in the age group 19-25 years were not

enrolled in any educational institutions. Lack of diverse and adequate educational

opportunities in the state could be one possible explanation. The situation in the

urban areas appears to be slightly better than that in the rural areas. Seemingly, so

far as the current attendance in school is concerned the situation in Meghalaya is

better than the all India level. Excepts for boys in the age of 15 – 18 years in the

rural areas the proportion of both boys and girls not attending any educational

institutions in all other the age groups for both the areas is lower in Meghalaya

than the all India figures for the same. This is indicated in the table 1.7.

19 Government of Meghalaya, Shillong. Meghalaya Human Development Report 2008. p80

Table 1.7: Proportion of Population Not Attending any Educational

Institutions by Areas and Sex. (2004 - 2005)

Age Group (in years) Rural Urban

Boys Girls All Boys Girls All

Meghalaya

7 – 11 9.31 4.86 7.27 0.81 4.61 2.59

12-14 20.61 8.03 14.71 1.84 22.94 13.94

15-18 55.54 39.58 47.91 26.36 32.42 29.52

19-25 85.86 87.00 86.46 52.35 66.31 60.19

All India

7-11 9.24 14.30 11.60 6.00 7.24 6.60

12-14 15.69 28.05 21.47 12.71 14.26 13.46

15-18 50.00 63.35 56.13 38.76 40.44 39.53

19-25 87.71 93.99 90.91 76.37 82.55 79.26

Source: Census of India 2001.

Meghalaya has the second highest school drop-out rate in the country at

84.3 percent after Bihar and the first among the five North-Eastern States. This is

indicated in the table 1.8 below.

Table 1.8: Dropout Rate in the Year 2000-2001 (Provisional) as on 30.09.2000

State Classes I-V Classes I-VIII Classes I-X

Boys Girls Total Boys Girls Total Boys Girls Total

Meghalaya 57.42 56.96 57.19 77.47 77.23 77.35 83.07 85.59 84.30

Manipur 25.27 22.22 23.90 45.66 47.82 48.21 56.37 54.52 55.45

Mizoram 60.46 60.56 60.50 65.16 62.66 63.93 73.42 68.58 71.13

Nagaland 56.14 63.07 59.67 44.63 40.75 42.79 65.23 65.36 65.29

Arunachal

Pradesh

40.81 42.22 41.49 63.58 68.23 64.74 76.51 77.58 76.98

Source: Directorate of Elementary and Mass Education, Government of Meghalaya, 2002-03.

Among the seven districts in Meghalaya, in 2000 – 2001, the West Khasi

Hills district records the highest percentage of drop-outs with 80.13%. This is

indicated in the table 1.9.

Table 1.9: Dropout Rates of Meghalaya, (District wise) 2000-01

Districts Primary Stage I-IV Upper Primary Stage V-VII Primary & Upper Primary

Stage I-VII

Boys Girls Total Boys Girls Total Boys Girls Total

East Khasi Hills 48.51 43.07 45.82 12.50 8.40 10.23 64.05 52.91 58.50

Ri-Bhoi 58.37 53.71 56.02 26.44 35.36 31.46 79.05 76.78 77.91

West Khasi Hills 65.99 64.93 65.45 36.97 29.09 32.69 82.89 77.41 80.13

Jaintia Hills 58.55 52.59 55.28 31.37 24.03 26.78 75.93 63.60 69.13

East- Garo Hills 53.11 60.03 65.46 22.75 22.15 22.46 68.62 71.08 69.85

West- Garo Hills 55.77 58.03 56.86 1.49 0.93 0.35 58.80 60.15 59.45

South-Garo Hills 66.16 69.99 68.00 13.40 2.91 8.73 71.28 72.10 71.68

Total 56.70 55.91 56.33 16.54 14.28 15.36 69.35 65.34 67.35

Source: Directorate of Elementary and Mass Education, Government of Meghalaya, 2002-03, C3/Megh

SSA 2003-04

In 2007 – 2008 to 2009 -2010, South Garo Hills top in the number of Drop-

outs as indicated in the table 1.10 below:

Table 1.10: Drop-out Rate: District wise (Upper Primary Level) 2007-2008 to

2009-2010

District 2007 – 2008 2008 – 2009 2009 - 2010

Boys Girls All Boys Girls All Boys Girls All

West- Garo

Hills

29.6 33.6 31.2 38.19 30.56 34.38 8.50 8.03 8.26

East- Garo Hills 35.3 36.7 36.0 39.23 37.33 38.28 9.42 6.10 7.74

South- Garo

Hills

48.7 48.1 48.4 48.6 48.48 48.57 15.65 13.88 14.60

West -Khasi

Hills

41.9 35.6 38.7 39.7 35.54 37.30 13.82 13.21 13.49

Ri-Bhoi 29.2 28.0 28.6 28.98 28.55 28.76 11.88 12.89 12.42

East- Khasi

Hills

23.1 21.7 22.3 26.29 25.56 25.93 7.67 12.77 10.06

Jaiñtia Hills 37.2 41.9 39.9 32.54 34.50 33.52 11.58 12.64 12.18

State 35.0 35.1 35.0 36.14 34.36 35.25 11.21 11.36 11.25

Source: DISE Government of Meghalaya, Shillong.

According to the above table it indicates that in 2007-2008 South- Garo Hills

top in the number of drop-outs with 48.4%. Jaintia Hills improve a little and stand as

the third lowest with 39.9%. In 2009-2010 again, South- Garo Hills has the largest

number of drop-outs with 14.60% and Jaintia Hills with 12.18% was the fourth

lowest in the dropout- rate.

The number of children who enrolled and never enrolled in schools and

drop-out in Jaintia Hills is indicated in the table 1.11 below:

Table 1.11: Number of children age 6-14 years in Jaintia Hills, enrolled, never

enrolled, in schools and drop-out from schools in Jaintia Hills District.

(2009-2010)

Age 6-11 years. 11-14 years. Boys. Girls. Total.

Total child

population

53344 30852 42252 41944 84196

Enrolment 52057 29284 _ _ 81131

Out of school

children

1317 1568 _ _ 2885

Never enrolled _ _ _ _ 1672

Drop-outs _ _ _ _ 1213

Source: District Mission Coordinator. S.S.A .Jaintia Hills.Jowai

Block wise break ups of Drop-Out children in Jaintia Hills in 2010 is indicated

in the following table:

Table 1.12: Block wise Breakups of Drop-Out Children 2010

Blocks Drop-outs Total drop-outs 6 - 14

6 – 11 11 – 14

B G T B G T B G T

Thadlaskeiñ 104 54 158 110 91 201 214 145 359

Laskeiñ 116 88 204 96 90 186 212 178 390

Amlarem 28 24 52 26 18 44 54 42 96

Khliehriat 99 85 184 45 38 83 144 123 267 Saipung 9 11 20 18 14 32 27 26 53

Jowai Urban 29 7 36 8 4 12 37 11 48

Total 385 269 654 303 255 558 688 525 1213

Source: District Mission Co-ordinator S.S.A. Jaiñtia Hills 2010, Jowai

In Jaintia Hills the total child population between 6-11 years is 53344.

Children between 11-14 years are 30852 and the total population of 6-14 age

groups is 84196.Out of these, 42252 are boys and 41944 are girls. The enrolment

of 6-11 age groups is 52057 and 29284 respectively and the total enrolment of 6-

14 age groups is 81131.The total number of out of school children in the district is

2885 of which 1317 children are in the 6-11 age group and 1568 in the 11-14 age

group. The out of school children were also break up into never enrolled and drop-

out in which 1672 were never enrolled and 1213 were drop-outs.

From the above tables, the total numbers of students who drop out of

schools in the age group 6-14 was 1213 .Out of these 688 were boys and 525 were

girls.

Regarding Vocational Education in the state, the NIEPA survey of

educational administration in Meghalaya has the following to say. The Centrally

sponsored vocational education scheme for schools was in 1987. During the survey

period of 1999-2000, 10 out of 17 higher secondary schools in the state were

selected to introduce the vocational stream, infrastructure consisting of building

and two sheds per school have been created and the State Council for Vocational

Education (SCVE) have started functioning. Work experience and vocational

education have been introduced only as unsuccessful experiments and there are

few takers to the examination due to (i) unavailability of teachers, and (ii) heavier

financial investment. A wing for vocational education has been set up under

Central sponsorship at the Directorate for Higher and Technical Education (DHTE)

with a Deputy Director.

The non-formal education programme was also launched in Meghalaya by

the Meghalaya Board of School Education (MBOSE). There have been non-formal

training in schooling and in non-traditional courses like farming, poultry, carpentry,

brick making etc. These courses, however, were limited to those institutions which

already had the infrastructure. Vocational education in the state of Meghalaya can

be of great help to the dropouts, in boosting village industries and crafts and skill

training among the youth.

Teacher education is also one of the most crucial components for

educational development. It is therefore, necessary that this important area of

education should be revamped by (i) proper care is to be taken for untrained

teachers; (ii) building up a team of would be teachers as new recruits through pre-

service training and (iii) training and equipping the existing under-qualified in-

service teachers for better classroom management.

Another notable aspect of education in Meghalaya is the curriculum. It

should be regional based to keep pace with the National and International

standard, to ensure upward mobility of students, to improve the quality of life and

to ensure flexibility. In fact proper care is to be taken.

The growth of mushroom institutions has also raised a pertinent question.

The situation has been made difficult since seats have become more and more

limited especially inside reputed institutions. This has caused hindrances to weaker

students to get admission.

Secondary School Leaving Certificate (SSLC) Examination is very important

because it determines the quality of Higher Education. It also indicates the

deteriorating standard of education. This is indicated in the following table:

Table 1.13: Secondary School Leaving Certificate Examination Result in

Meghalaya from 1981-2010

Year No. of Students Appeared No. of Students Passed Percentage of Pass

1981 6110 2575 42.10

1991 16839 4709 27.96

1998 21229 7110 33.49

2003 17607 7685 43.65

2006 34306 14923 43.5

2009 36358 17004 46.77

2010 36153 16288 45.05

Source: Meghalaya Board of School Education S.S.L.C Results from 1981 to 2010, MBOSE,

Shillong.

The Secondary School Leaving Certificate examination result conducted by

the Meghalaya Board of School Education (MBOSE) is not satisfactory in all the

years. In 1981, the percentage of passed is only 42.1, from the 6110 students who

appeared only 2575 candidates passed. It is declining very low in 1991 where the

percentage of passed is only 27.96. In 2009, the percentage of passed is 46.77, that

is from 36358 candidates only 17004 passed. In 2010, out of 36153 students

appeared, the number of candidate passed was 16288 i.e., 45.05% and is below

the 2009 percentage.

Education in Meghalaya is a social commitment, especially since the state is

underdeveloped economically and has a tribal majority population. It should not

mislead anyone into thinking that the entire educated people are employed. In

2000, more than 20166 educated people remained unemployed. 203 graduates

from professional disciplines were registered as unemployed in 2000 (189 in

engineering, 2 in medicine, and 12 in agriculture), and this is a worrying trend. The

government and other organisations can and should therefore consider these

issues from all angles that can be gauged. Some agencies in the society which are

involved directly or indirectly in imparting, equipping, developing and helping

realising the objectives of Secondary Education by extending assistance in various

fields are:

1. NCERT - The National Council of Educational Research and Training is

rendering valuable advice to the Central and State Government relating

academic matters to school education. It relays educational broadcasts

through AIR, Gyan Vani and Gyan Darshan, Tarang and Umang in

Doordarshan for school students. It also set up a website software packages

for secondary school children.

2. DERT – The Directorate of Education Research and Training is organising

evening coaching classes for tribal students at the secondary stage. It also

organise Talent Search Examination and Guidance and Career Programme

for students regularly.

3. SCSTE – The State Council for Science Technology and Education follows

various schemes to popularise science like student project programme in

the state.

4. NEC – The North Eastern Council played an active role in organising

information technology by providing infrastructure and training of

computer education at the secondary school level.

5. A vocational unit of Employment and Craftsman Training of the

Government of Meghalaya under the Ministry of Labour is carrying a short

duration programme in different trades for students below class X. The

programme is mainly to identify talents and to equip students to take up a

proper vocation.

6. The Creative Arts Department of North-Eastern Hill University also

organises different programmes like debate, quiz, extempore speech, etc.

for students at the secondary school levels to help them realise their own

potentials and solving current problems.

1.9 Need of the Study

Jaintia Hills has the second lowest percentage of literacy according to 2001

Census with only 51.9 %. This requires investigation into the case. It may also be

mentioned here that though the financial allocation to the district has increased

from year to year during the last twenty-five years, but the performances of the

Education Department with special reference to the Secondary School Education

are not satisfactory. Many school buildings are not properly planned especially in

rural areas. It seems that the administration of the secondary schools is lacking

initiative and motivation. The study therefore aims to find out the various

problems faced by Secondary Schools and also to find out the lapses in the

administrative functioning and its consequences on the students. The study is

undertaken with a view to improve the Secondary School Education, its

administration, sources of income and expenditure, also to improve the academic

performances of the students and check the high rate of dropouts. The study is

undertaken to offer views for the improvement of educational standard in

particular and quality of students in general.

1.10 Objectives of the Study

The following are the objectives of the study:

1. To study the Development of Secondary School Education in Jaintia Hills

District.

2. To study the Physical Infrastructure of the Secondary Schools.

3. To study the School Organisational Climate.

4. To study the Academic Performance of the students.

5. To study the Overall Problems of the Secondary School Education in the

District.

1.11 Operational Definition of the Term Used

The operational definition of Secondary in the present study means the

school education consisting of class VIII (eight) to class X (ten).

1.12 Delimitation of the Study

The present study was delimited to the selected Secondary Schools under

Meghalaya Board of School Education in Jaintia Hills District.

1.13 Conclusion:

This chapter thus has highlighted on the Secondary Education. It started

with the profile of Meghalaya as a state and Jaintia Hills the district in which the

study was conducted. It also brings the concept of Secondary Education, the

Constitutional provision, Secondary Education under the Five Year’ Plan etc.It also

tells us about the Historical Development of Secondary Schools in India and its

problems, the historical development of these schools in Meghalaya, the need of

the present study , the objectives of the study and the delimitation of the study..

CHAPTER – II

REVIEW OF RELATED LITERATURE

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