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Chapter 2
Higher Education in North East Region
Proverbs 3:13, “Blessed is the man who finds wisdom, the man who gains understanding.” (Holy
Bible, New International Version).
“Education is not the filling of a bucket, but the lighting of a fire.” (W.B. Yeats).
The North East Region (NER), consists of eight states: Arunachal Pradesh, Assam, Manipur,
Meghalaya, Mizoram, Nagaland and Sikkim. After the Indian independence on 15 August 1947,
north eastern states emerged and attained statehood which is divided and demarcated from the
Assam province but the two princely states Tripura and Manipur were remain as kingdoms.
Later, these two states were annexed to Indian Territory. These two states imparted informal
education through the influence of King and his followers in his royal territory. Gangmumei
(2000) states, “One should remember the royal patronage to education in the princely states of
Tripura and Manipur in North East and the role of nationalist leaders of the region in spreading
education among the masses.” (Gangmumei 2000.p,188). Apart from the seven north eastern
states, a newly formed Sikkim state which is separated from the Bengal was annexed to NER
lately in 2003. By 2003, all together NER comprised of eight states. The total eight states in NER
consist of 75 districts. Assam being the second largest territory in the region comprises of highest
number of 24 districts and it was followed by Arunachal. Geographically, Arunachal being the
biggest state in the region has got 16 districts. Manipur stands third in position according to the
number of districts in the region, Manipur comprises of 9 districts whereas Mizoram and
Nagaland has got the same number of 8 districts each. Meghalaya stands second in the bottom of
number of districts; the state consists of 7 districts. Tripura and Sikkim have got only 4 districts
each.
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NER is a land of different ethnic groups, cultures, languages, religions, etc. According to census
of India (2001), the total population of NER states were 39 million (3.8 percent from the overall
total population of India). The region comprises of more than 220 ethnic groups and 440 distinct
languages. English is considered as one of the main language to communicate between the
peoples of the NER. Approximately, 98 percent of the land in NER are bordering with foreign
countries like Myanmar, China, Bhutan and Bangladesh. In general, NER is witnessing sociopolitical unrests, insurgency and ethnic clashes which trigger conflict amongst the different
groups of people in the region. But in fact, every ethnic group in NER has their own distinct
reasons to fight against the unequal power relationship in order to protect their Identity. Afterall,
the mainland people considered and labeled NER as a region of conflicts and insurgencies.
Shimray (2006) rightly states, “By and large the “mainstream” population considers the
Northeast a “land of Conflict,” but very few go beyond them to understand the situations that
lead to social and political unrest.” (Shimray 2006.p,1). The NER appears to be different from
the rest of the country. The intra-regional difference in social, political and economic life in the
region is considered as one of the most bio-diverse region in the world.
Table 2.1
State-wise Population in North East Region, 2001
Sl. No. States
Males
Females
Total Population
1. Arunachal Pradesh
573951
517166
1091117
13787799
12850608
26638407
3. Manipur
1207338
1181296
2388634
4. Meghalaya
1167840
1138229
2306069
5. Mizoram
459783
431275
891058
6. Nagaland
1041686
946950
1988636
7. Sikkim
288217
252276
540493
8. Tripura
1636138
1555030
3191168
2. Assam
Source: Census of India (2001).
According to census of India 2001, Assam is the most populated state in the northeast with a
total population of 26638407 persons (13787799 males and 12850608 females). Tripura is the
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second highest populated state comprising of 3191168 persons (1636138 males and 1555030
females). Manipur is behind Tripura with the total population of 2388634 persons (1207338
males and 1181296 females), it was followed by Meghalaya with a total population of 2306069
persons (1167840 males and 1138229 females). Nagaland has a total population of 1988636
persons (1041686 males and 946950 females). Arunachal Pradesh has got the total population of
1091117 persons (573951 males and 517166 females). Mizoram got the second lowest total
population of 891058 persons (459783 males and 431275 females), whereas Sikkim got the least
population in the NER with a total population of 540493 persons (288217 males and 252276
females). Male members are more than females in all the eight states of NER.
Minorities in North East Region
In India, the highest concentration of the scheduled tribe (ST) population is found in NER.
According to the census of India 2001, there are 400 scheduled tribes in the NER. Allocation of
educational development in NER is different from state to state. The Union Government
introduced numerous educational schemes for the benefits of minorities from the primary level
till the highest level of higher education. In order to implement the provisions smoothly, the
responsible has been given to the respective states government.
Table 2.2
Population of Scheduled Tribes in North East Region, 2001
Sl. No.
States
Population in Percent
1.
Arunachal Pradesh
64.2
2.
Assam
12.4
3.
Manipur
34.2
4.
Meghalaya
85.9
5.
Mizoram
94.5
6.
Nagaland
89.1
7.
Sikkim
20.6
8.
Tripura
31.1
Source: Census of India (2001).
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In NER, according to the census of India 2001, ST population in percentage are comparatively
high in four states they are, Mizoram (94.5 percent), followed by Nagaland (89.1 percent),
Meghalaya (85.9 percent) and Arunachal Pradesh (64.2 percent). The remaining four states have
less than 50 percent from the state total population. The population in percentage of ST in these
states are; Manipur (34.2 percent), Tripura (31.1 percent), Sikkim (20.6 percent) and Assam
(12.4 percent).
According to the Indian Constitution, reservations have been implemented for minorities in
recruitments of government jobs and educational institutions in the country. The reservation
quota for Scheduled Castes (SC) is 15 percent and it is 7.5 percent for Scheduled Tribes. The
Constitution of India made certain provision to protect the minorities‟ category from the
possibilities of exploitation and to ensure social justice. The Article 14 states about equal rights
and opportunities to all. Article 15 prohibits discrimination against any citizen on the ground of
sex, religion, race, caste, etc. Article 15 (4) enjoins upon the State to make special provisions for
the advancement of any socially, educationally backward person. Article 16 (4) empowers the
State to make provisions for reservation in appointment or post in favour of any backward class
of citizen, which in the opinion of the state, is not equally represented in the services under the
State. Article 46 enjoins upon the State to promote with special care in the educational and
economic interests of the weaker sections of the people and promise to protect them from social
injustice from all forms of exploitation. Article 275 (1) promises grant-in-aid for promoting the
welfare of STs and for raising the level of administration of the Scheduled Areas. Article 330,
332, and 335 stipulate reservation of seats for STs in Lok Sabha and the State Legislative
Assemblies and in services. Article 340 of the Constitution also empowers the State to appoint a
Commission to investigate the conditions of the socially and educationally backward classes, and
Article 342 specifies those Tribes or Tribal Communities deemed to be as STs. In order to
activate the provisions actively, the state government is responsible to implement the social,
economic and political development of minorities in general and educational development in
particular.
NER is a region having a weak industrial sector and consists of bulk educated people depending
on the service sector. The development of the region varies considerably between the hills and
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valleys and generally, valleys are more developed than the hilly regions. The mass of indigenous
tribal peoples inhabit in the hilly areas and a sizeable number is also found in valleys whereas
majority of the non-tribal people inhabit in the valleys. Vanlalchhawna (2006) states, “About 70
percent of the region is hilly and mountainous. Mountains and hills covered most of Arunachal
Pradesh, Meghalaya, Mizoram, Nagaland, Sikkim and about half of Tripura, one-fifth of Assam
and nine-tenth of Manipur. Considerable variation exists in the pace of development between the
hill areas and the plain. The valley plains are economically active areas of the region,
Brahmaputra valley being the most active.” (Vanlalchhawna 2006.p,64).
The problem of language in NER is one of the crucial issues in educational development.
Imposition of language of the dominants group upon the minorities destroyed and deprived the
special language of minorities. There are four dominant groups of languages in the NER that
defy the tribal languages they are Hindi, Bengali, Assamese and Manipuri. Assamese is a
primary language in Assam and the medium of instruction in education, which is also considered
as a state official language. Bengali language is dominant in Tripura and in some parts of the
NER. In Manipur, Manipuri is an official state language, which is also the medium of instruction
in education from the primary level till the highest level of education. It is followed by Hindi in
Arunachal Pradesh. Even though tribals do not have their respective written script, they practiced
their own distinct language in Roman script. Gangmumei (2000) states, “In the North-East,
education assumed different patterns; and language of the medium of instruction was an
important criteria in the fashioning of this pattern: In Assam, Assamese is the medium of
instruction as it is the official language: Bengali is the medium in the predominantly Bengali
inhabited state of Tripura and Cachar district of Assam whereas English continues to be the
medium in the hill states and it is Hindi in Arunachal Pradesh and Manipuri in Manipur.”
(Gangmumei 2000.p,190).
Genesis of Higher Education in North East Region
Assam enjoyed the unique position of attaining education in both pre-independence and postindependence period. The existence of mass education in general, and higher education in
particular at NER was started by five agencies. Firstly, the Western and European Christian
Missionaries arrived in NER. The first Christian denominational missionaries groups to arrive in
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the region were the American Baptist Mission, the Dutch Baptist and the Presbyterians whereas
the Roman Catholic arrived much later. Next were the British political leaders and the
administrators. Thirdly, the Hindu missions called Ramakrishna Mission and Vivekananda
Society. Fourth were the private groups and organizations. The last and most important agencies
to have mattered are the State and Union Government. According to the website of the
Directorate of Higher Education, Government of Assam (2010), “The Modern age of Education
History began with the annexation of Assam with the British Empire in accordance with the
treaty of “Yangdabu” in 1926. According to the report of late W. Robinson, who was first
appointed Inspector of Schools in 1840 for the Brahmaputra valley a deplorable condition of the
indigenous educational institutions prevailed in the region. In 1841 initiatives were taken to open
new schools through the efforts of the government and other agencies. By 1875, the number of
educational institutions for general education rose to 1,293 with an enrolment of 31,462.”
(Retrieved from URL http://dheassam.gov.in/history.asp ). During the pre-independence period
there was no infrastructure development for north east India. The Christian missionaries
introduced basic formal education to communicate between the people, for secretarial
administrative work and to convert numerous distinctive religions into Christianity.
Primarily, Western Christian Missionaries laid the foundation of education from the stages of
primary level till the higher education in NER. Education spread first in Assam and then it
spread rapidly to all the north eastern states. The objective of Christian missionaries was to
impart education and spread the Gospel through it. Moreover, Christian missionaries aimed
education as a chief tool to convert Non-Christians into Christianity. During the colonial rule, the
first school in the NER was started in Guwahati (Assam) by Serampore Baptist Mission in 1828.
The Mission was successful due to presence of British officer called David Schott, who was the
first Commissioner of Assam. Apart from school activities, The American Baptist Mission
established a small Industrial Training School at Jorhat (which is located in the valley of Assam)
on May 1908, by (Rev. & Mrs. S.A.D. Boggs). The chief purpose of Industrial Training School
was to shape the student‟s individual skills by training them to find an employment and support
themselves while schooling. They were taught carpentry, agriculture, cane work, blacksmith and
loom-making. Finished goods of carpentry works were supplied to numerous people in Assam,
government officials, businessmen and to the local people. The finished products were also
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supplied to the neighboring areas in Shillong, Tura, etc. Unfortunately, the progress of Industrial
Training remained slow due to financial and personal problems. Before the arrival of formal
vocational training courses in NER, the Christian missionaries imparted vocational training
through these types of handicrafts.
Table 2.3
Colleges in NER during Pre Independence Period-1947
Sl. No. Colleges
District/Capital
States
Year of Establishment
1. Cotton College
Guwahati
Assam
1901
2. St. Edmund‟s College
Shillong
Meghalaya
1924
3. JagannathBarooah College Jorhat
Assam
1930
4. Gurucharan College
Silchar
Assam
1934
5. St. Anthony College
Shillong
Meghalaya
1934
6. Lady Keane‟s College
Shillong
Meghalaya
1935
7. St. Mary‟s College
Shillong
Meghalaya
1936
8. MadhabChoudhury College Barpeta
Assam
1939
9. JagannathBaraoah College Jorhat
Assam
1943
10. Nowgong College
Nagaon
Assam
1944
11. Darrang College
Tezpur
Assam
1945
12. Kanoi College
Dibrugarh
Assam
1945
13. Karimganj College
Karimganj
Assam
1946
14. Dhanamanjari College
Imphal
Manipur
1946
15. Maharaja‟s College
Agartala
Tripura
1947
Source: NAAC (2004) & Vanlalchhawna (2006).
Before independence, there were only 15 colleges in the NER. The first college, Cotton College
was established in Guwahati (Assam) on 27 May 1901, under the leadership of Late Manik
Chandra Barooah and Rai Bahadur Bhuban Ram Das. It was assisted by the then Chief
Commissioner of the Assam province (1896-1902), Sir Henry John Stedman Cotton. During the
primary stages of establishment of Cotton College, it was affiliated to Calcutta University.
Before the Indian independence there was no university in NER and all the colleges were
30
affiliated to Calcutta University. After India got her independence in 1947, Guwahati University
was established in 1948. The second oldest college in the region, St. Edmund‟s College was
established in the year 1916 at Shillong (Meghalaya) by Christian organization. In 1923, the
college was ready to start Inter-Arts and Inter-Science classes. Later, after the establishment of a
central university in Shillong which is called as North Eastern Hill University (NEHU), the St.
Edmund‟s College was affiliated to NEHU. The third college called Jagannath Barooh College
was established in the year 1930 at Jorhat (Assam). Later, more colleges were established
extensively in different states of NER (see table 2.3). Until the Indian independence, Arunachal
Pradesh, Nagaland, Mizoram and Sikkim did not have colleges due to isolation and late
formation of statehood in the country. After the Independent, varieties of colleges were
established and spread all over the region.
Glimpse of North East Region
Arunachal Pradesh: Arunachal Pradesh is located on the far eastern Himalayan ranges.
Geographically, Arunachal is the biggest state among the states in the region. Arunachal was part
of the Assam province under the Assam administration. Arunachal shares borders with Myanmar
in the east, Bhutan in the west, and China in the North. During 1951, Arunachal was known as
North East Frontier Agency. In 1972, Arunachal was upgraded to the status of Union Territory.
On 20 February 1987, Arunachal was given the status of a full fledged statehood and become the
24th state of the Indian Union. Every state in the NER has unique features; Arunachal is regarded
as a „Land of Rising Sun‟ and it is one of the marvelous multilingual tribal states in the world.
Educationally, Arunachal is a backward state and it has the lowest literacy rate among the NER
states. As far as the beginning of education is concerned in Arunachal, education was imparted
through the Buddhist Monasteries. At present, one of the oldest Buddhist monasteries (Tawang
Monastry) in India is based in Arunachal. According to Bhattacharjee (1999), “Tawang
Monastry has been imparting education since ancient time, but it was by and large limited to
theosophical learning.” (Bhattacharjee 1999.p,6). Till 1947, there were only two schools in the
state. Hindi and Assamese are introduced as the medium of instruction in the school. Educational
development has reached lately in Arunachal and even after the independence education was
negligible. There are only two colleges in Arunachal, the first college was established in the year
1964 and another one was set up in 1979. Arunachal University came into existence on 1 April
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1985, at Itanagar. After a year of emergence of Arunachal University, a college of important was
established in 1986 at Itanagar and it is called as North Eastern Regional Institute of Science and
Technology (NERIST). There are two polytechnic colleges, Rajiv Gandhi Government
Polytechnic at Itanagar was established in 2002 and Tomi Polytechnic College at Basar was
established in the year 2006. Two teacher training colleges are there; one is at Arunachal
University and the other one is called District Institute and Education Training (DIET). There are
also two arts and sciences colleges in the state. Educationally, development of education in
Arunachal Pradesh is lagging far behind. According to Biswas (1999), “Education is an
integrated growth. It is life, and life is a chain of economic growth. The growth of education is
the outcome of the interplay and intertwining of socio economic and political. There is no single
factor which could be isolated and specifically mentioned as being responsible for the growth of
education as a particular place and a particular given period. The history of the development of
education in Arunachal Pradesh is of great significance from the standpoint of the study of the
change and movement of the society. It is perhaps the only territory where neither the British nor
the people took any step to introduce education. This is the land where India could have started
its experiment for evolving the original system of education for the country. Because the land has
a hidden one, neither ancient nor medieval or beginning of the modern system of education has
marked any influence prior to Indian Independence.” (Biswas 1999.pp,44-45).
Assam: Assam lies in centre between mainland India and NER and the state is surrounded by the
other north eastern states. Educationally, Assam has attained the top level among the states of
NER. Assam possesses of the most wide-ranging network of higher educational institutions in
the whole of North East. Guwahati, the capital of Assam is one of the main hubs for higher
learning in the region. Economically, Assam has the largest economy and it has relatively well
developed in educational institutions and infrastructure comparing with others states in the
region. Assam has the advantage of social-economic development and it has politically gained
high status, ever since independence period because the state is the main transit point to pass
through the other seven states in the region. Besides, Assam is the nearest neighbor to the
mainland states of the country. The state is known for its rich resources like, oil, tea, etc. Before
Independence, Assam had many schools, higher secondary schools as well as nine colleges. The
colleges of importance like, Agricultural University, Indian Institute of Technology, National
32
Institute of Technology, Central Institute of Technology etc. were established in various districts
and capital of Assam. Presently, Assam has got the highest total number of seven universities;
three central universities, two state universities and two private universities. There are three
government technical institutes; Indian Institute of Technology (Guwahati), National Institute of
Technology (Silchar) and Central Institute of Technology (Kokrajhar). Moreover, there are 20
arts and sciences colleges and 17 others colleges. The above mentioned data depicts that Assam
is somehow better developed in higher education during pre-independence and postindependence period comparing with the other north eastern states.
Although, Assam has got the highest number of higher educational institutions in NER,
imparting of quality education is lagging behind, due to lack of value in higher education system,
insufficient of faculty who can enhance and impart significant superior modern style of
education. Moreover, paucity of infrastructures demeans the importance of higher education.
Saikia (2007) states, “A part of the unemployment problem emanates from the mismatch
between the skill requirements of employment opportunities and the skill base of the job seekers.
Rapid expansion of education, particularly of higher education, has also contributed to the
mismatch in the labour market in the region. While shortages of middle level technical and
supervisory skills are often experienced, graduates and post-graduates in arts, commerce and
science constitute a large proportion of job seekers in the state of Assam.” (Saikia 2007. p,138).
Manipur: Manipur is situated in the north east corner of the region which shares the
international boundary with Burma (Myanmar). Educationally, according to the census of India
2001, literacy rate of Manipur is considered in average position comparing with the other states
of NER. Manipur state is a land where the predominant Meitei population inhabit in Imphal
valleys surrounded by hills where minority tribals are chiefly populated viz. Nagas and KukiChin-Mizos. Manipur was once a princely state but during the post-independence period it was
merged into the Indian Union on 15 October 1949. Manipur attained a full fledged statehood on
21 January 1972. The then Prime Minister of India, Pandit Jawaharlal Nehru opined Manipur as
a „Land of Jewels‟, and the first Indian National Flag (Tricolour) was hoisted at Moirang by the
Indian National Army on 4 April 1944. Moreover, it is also the birth place of Polo. For Meiteis,
the Kangla Fort, which is located in the middle of the Imphal valley was regarded as the centre
33
point of imparting education before the formal education came into existence. Meitei have their
own script but during 18 century King Pamheiba converted into Hindu from their traditional
religion „Sanamahi‟ and burned down all the original documents related to Sanamahi by
replacing the Meitei script into mixed script of Assamese and Bengali. During 1871, the first
school in Manipur was set up in Singjamei (Imphal), but the school was closed down due to lack
of encouragement from the authorities. In the year 1885, a school was established in Imphal by
Sir James Johnstone, the then British administrator and the school now runs after his name
Johnstone Higher Secondary School. Later, a western missionary Rev. William Pettigrew
reached Imphal in 1896, and established many schools in Imphal valley as well as in the tribal
hilly areas of Manipur. In Manipur, the first college, Dhanamanjari College (DM) was
established in the year 1946 in Imphal valley. This college was affiliated to Calcutta University
before the Indian independence. Lately, after Manipur attained her statehood, Manipur
University was emerged in April 1980, under the Manipur University Act 1980. Presently, there
are two universities in the state, Central Manipur University and Central Agricultural University.
There are three medical colleges they are, Department of Rehabilitation, Regional Institute of
Medical Sciences (RIMS) and Jawaharlal Nehru Institute of Medical Science (JNIMS) and two
engineering college Government College of Technology and Government Engineering College.
Manipur got 59 arts and sciences colleges and 17 others higher educational institutes. All the
colleges of importance were established in Imphal the capital of Manipur and other Meitei
dominated valley districts.
Meghalaya: Shillong (the capital of Meghalaya) is regarded as one of the most important
learning centre in the region and the state is located in the eastern part of Himalayas. Meghalaya
attained statehood on 21 January 1972. Meghalaya is known for its beautiful nature scenic
beauty, it is also called as „the abode of clouds‟. There are three major tribes in Meghalaya,
Khasis, Jaintias and Garos. Unlike other societies in India, Khasi and Garos practiced matrilineal
family system, while mother is the head of the family and right to inheritance of properties goes
to the daughters. Educationally, St. Edmunds Colleges is the second oldest college in the NER,
the college was established in the year 1924 by some Christian denominational Catholic Brothers
from Ireland. The college was affiliated to Calcutta University during pre-independence period.
In Shillong, some colleges established and run by Christian organization are remarks as
34
excellent. A central run university, North Eastern Hill University (NEHU) was established on 19
July 1973. It is regarded as one of the reputed central university in the region. Some important
colleges were also established in Shillong namely, North Eastern Indira Gandhi Regional
Institute of Health and Medical Sciences (NEIGRIHMS), Bissau College (which includes MBBS
course in the syllabus), Shillong Engineering and Management College, Rajiv Gandhi Indian
Institute of Management (RGIIM). There are five teachers training colleges; College of Teacher
Education, Government B.ED College, North Eastern Hill University, Post Graduate Training
College and St, Mary College. The three polytechnic colleges are, Jowai Polytechnic College,
Shillong Polytechnic and Tura Polytechnic. There are also eight Arts and Sciences Colleges and
fifteen others higher educational institutions. In NER, Shillong is opted as one of the first priority
to pursue higher education for the people of North East. Shillong is fast turning up as the centre
of learning in the region. As per the development of education in NER is concerned, Shillong
comprises of good schools and colleges.
Mizoram: Mizoram is situated in hill areas of NER, which is sandwiched between Myanmar and
Bangladesh. After India got her independence in 1947, firstly, Mizoram became one of the
districts from Assam Province. Secondly, Mizoram was upgraded to autonomous district in
1952. Thirdly, Mizoram was granted the status of a union territory under the North Eastern
Reorganization Act of 1971 on 21 January 1972, and finally, Mizoram attained statehood on 20
February 1987. The first college in the state was established at Aizawl on 5 August 1958 and the
second college was established at Lunglei in the year 1964. The emergence of colleges in
Mizoram got badly delayed even after India became an independent country. According to the
literacy rate of India (2001), Mizoram stands second in position after Kerala. Although, literacy
rate is high in the state, there is a paucity of higher educational institutions, vocational institutes
and college of important. Mizoram University came into existence on 2 July 2001 at Aizawl.
Apart from university, Mizoram has got four professional institutes namely; Mizoram
Engineering College, Teacher Training College, Veterinary Science Colleges under Central
Agricultural University affiliated to Imphal Central Agricultural University (Manipur), and
Regional Institute of Para-Medical and Nursing (RIPAN) funded by North Eastern Council
(NEC). There are two law colleges, Aizawl Law College and Liandig Puia Law College and two
polytechnic colleges, Government Polytechnic and Regional & Para-Medical and Training
35
Institute. There are two catering and hotel management colleges they are, Government Champhai
College and Lunglei Government Aizawl College. In Mizoram, there is a nursing school called
Civil Hospital School of Nursing. There are also ten government colleges and fourteen others
colleges which are called as „deficit colleges‟. It is ironical that in Mizoram, the state which
stands in second highest literacy rate is lacking vocational and professional colleges. The then
Minister of State, Higher and Technical Education, Mizoram, Dr, Lalzama (2007) stated,
“Technical education is where Mizoram is lagging behind from other states. The State does not
have even a single Technical College. This is the area where a trust is given by the state
government ICFAI University has taken initiative in Mizoram in the field of management. Now
a BBA programme has been started. To promote Technical Education, the Mizoram State
Council Technical Education was established in 1998 under the chairmanship of Minister of
State, Higher and Technical Education and Director, Higher and Technical Education as the
member secretary. The Technical cell of Directorate of Higher and Technical Education
functions as the administrative unit of the council. AICTE Norms and pay scales have been
adopted for Technical Education in Mizoram. The Government has proposed to establish one
engineering College during the 11th Plan.” (webcasted on 5 June 2007 at www.degitallearning.in)
Nagaland: Nagaland is situated in the middle east of NER. Nagaland attained statehood on 1
December 1963, as the 16th State of Indian Union. According to census of India 2001, Nagaland
comprises of 90.2 percent Christianity, which is one of the most Christian populated state in the
country. Nagaland is populated by Naga communities and Nagaland is also called as „The
Switzerland of the East‟. According to the census of India 2001, the average literacy rate of
Nagaland is higher than the national level of 67.11 percent against 65 percent. Among the Nagas
society, genesis of education was started through youth dormitory (Morung) before the formal
education system was introduced by the western Christian missionaries. There was no college in
Nagaland before the Indian Independence. After the Indian Independence, the first college in
Nagaland was established in the year 1959 at Mokokchung district and the first Science College
was established in 1961 at Kohima (the capital of Nagaland). Thereafter, Nagaland University
was established lately in 1994, under the Nagaland University Act of the Parliament of 1989 as a
Central University. However, Nagaland state is still lacking in vocational and professional
institutes. Kikhi (2006) states, “We can see that the educational institutions in Nagaland are
36
continuously producing educated youths but employment opportunities are limited in relation to
supply of labour. There is no balance between the supply of workers and demand for their
services. Thus, open employment occurs because able and willing educated persons are in search
of work, but there is no work for them and remain unemployed.” (Kikhi 2006.p,1). According to
World Colleges Information (2001), Nagaland has only one university, one Medical College, two
Teacher Training Colleges, 35 Arts and Sciences Colleges, one Polytechnic and six other
institutions.
Tripura: Tripura is situated in the south-west of the NER. Once, Tripura was a princely state,
but the state was annexed to Indian Union in the year 1949 and attained full statehood on 21
January 1972. Geographically, Tripura is the smallest state in the NER, but the state has got the
second largest population in the region. In Tripura, the genesis of education was started from
three directions, State Govt., Private Organization and through the establishment of Religious
Institutions. Educationally, Tripura stands average in literacy rate among the NER. Bengali is
used as the medium of instruction in schools, colleges and universities. Prior to 1947, there was
no college in Tripura, but the first college, Maharaja Bir Bikram College was established in the
year 1947 at Agartala, after India attained her independence. There are 20 colleges in Tripura,
out of which six colleges are under the category of professional college. These colleges are,
Tripura Engineering College, Government Music College, Government Law College,
Government College of Art and Craft, and Government College of Physical College. There are
three polytechnic colleges and the remaining are Arts and Science colleges. Before the creation
of Tripura University, all the 20 colleges were affiliated to Calcutta University. Tripura
University was established on 2 October 1987, at Agartala (the capital of Tripura). Moreover, at
present stage, Tripura got five colleges of important namely; National Institute of Technology,
Tripura Institute of Technology, Government Medical College, Tripura Medical College and
Institute of Chartered Financial Analyst of India (ICFAI) University. Besides, ICFAI University
has extended distance mode of education in different parts of the country.
Sikkim: Sikkim is located in the corner east of NER. Sikkim was once a princely state, before
joining the Indian Union like other states in the NER. Sikkim attained statehood on 16 May
1975, and became 22 state of the India Union. Geographically, Sikkim is the second smallest
37
state (after Goa) in the country. In fact, Sikkim was part of the North Bengal but later Sikkim
was given full statehood in the year 2003 and annexed to NER as the eight states. Sikkim
University was established as a Central University on 2 July 2007 at Gangtok (the capital of
Sikkim), under the Act of Parliament of India 2007. There are twelve colleges for higher learning
and others higher educational institution in Sikkim. Apart from Sikkim University, Sikkim has
one larges state university called Sikkim Manipal University which offers different streams in
higher education such as, engineering, management, medicine, etc. It also runs as a host of
distances education mode. There are two polytechnic institutes, Advanced Technical Training
Centre (ATTC), and a Centre for Computers and Communication Technology (CCCT). Sikkim
has got one medical science institute called Sikkim Manipal Institute of Medical Sciences and
two teacher training colleges, Harkamaya College of Education and Loyala College of
Education. There are two professional colleges, Sikkim Manipal Institute of Technology and
Centre for Technology Development & Training Polytechnic. There are also nine Arts and
Sciences colleges, and eighteen other colleges. According to the census of India 2001, Sikkim
stands in average at literacy rate, which is higher than the national level of acquiring 69.7 percent
against 65 percent. In Sikkim, higher educational institutions were set up lately but the state has
caught up quickly in learning of education.
Educational Development Agencies in North East Region
University Grant Commission, under the Ministry of Human Resource Development,
Government of India, administered the allocation of finance in maintenance and development
grant in colleges and universities in the country. Apart from UGC, there are numerous,
autonomous higher educational councils that administered in different streams of higher
educational development. The Colleges and Universities covered varieties of subjects in higher
education such as, Social Sciences, Sciences, Humanities, Agriculture Education, Medical
Education, Technical Education, Physical Education, Management Education, Fisheries
Education, Population Studies, Linguistic Studies, Dairy Studies, Forest Studies, Armament
Education, Information Technology, Yoga Education, Music Education, Vocational Education,
etc. The different types of educational councils are handling their respective fields of education
in the country.
38
In the case of NER, the Union Government set up separate ministry for NER, and reserved funds
for general development through various councils. The profiles of the councils are as follows;
North Eastern Council (NEC), it was established in the year 1972, by an Act of North East
Council 1971. NEC headquarter is based in Shillong (Meghalaya). Generally, NEC has been
focusing largely on three categories they are, Regional Planning, Zonal Council and Security.
The entire financial requirement is to be met for the plan/non-plan budgets of the central
ministries agencies and through the financial support from financial institutions such as, National
Bank for Agriculture and Rural Development (NABARD) and North East Development
Financial Institution (NEDFI). Secondly, Development of North East Region (DoNER) takes up
the major development in NER and administers Non-Lapsable Central Pool of Resource
(NLCPR) which was created by central government in the year 2002. DoNER is the principle
agency in NER, in order to bring general development. Other government agencies for
development in NER are Central Resource Pool for Development of North East Region
(CRPDNER), and Education and Social Welfare Ministries of North East (ESWMNE).
Literacy Rate in North East Region
Today, in competitive global world the higher education system should be improved. Scientific
knowledge and technological skill play a significant role in shaping the contemporary world.
These advancements are the consequence of higher education leading to the origin of education,
what is known as knowledge society. Dutta (2008) states, “The world has changed fast and the
new global economy has generated new forms of demand inviting radical change in the courses
and curricula of the university and colleges so that the end products could be well absorbed by
this new economy.” (The Assam Tribune, 30 May 2008). To combat this challenge of global
knowledge, higher education has to be respond the certain complex range of inter related
economic, social and political among the diverse culture, religion and language. The higher
educational institutions must give quality education with maximum privileges in the NER. The
report Planning Commission, Government of India, Tenth Five Year Plan 2002-2007, states,
“Although the number of universities has increased, and many universities continue to maintain
high standards of education, it is a matter of serious concern that on the whole, the expansion in
quantity has been accompanied by fall in quality.” (Annual Report, Planning Commission 20022007. Vol 1.p,17). Colleges and universities in the region have produced excessive quantity
39
output of educated persons which is not in equilibrium with the quality output of educated
persons. The low level of skills cannot generate larger economic production whereas high level
skills significantly produce the higher output which brings socio-economic progress and
development in the society. NAAC report (2004) states, “Like any other sector, the education
field also witnessed perceptible change in North East India after independence. There has been
rapid increase in the number of higher education institutes in the region. Of course, from the
statistical point of view, the progress is quite satisfactory but in the quality perspective the
performance need improvement.” (NAAC Report 2004.p,3).
Quantities of educated among the young persons are overrun in the region. The higher education
in NER is not up to the standards comparing with other states in India. The problems of lacking
behind are due to poor infrastructure, administration, equipments, etc. on the other side the
negligence of education system lead students into carelessness. As a result, competitive attitude
of students‟ rate are reducing. By 2012, higher education system in the country will change by
privatization of education sector and it will be collaborate to different foreign countries. This
system will impact strongly among the states of NER. Challenges of education system need to be
critically examined. Only the good quality of education system will able to survive in long run.
The then Chief Secretary of Assam, Rajkhowa (2010) states, “In the tough competition that is to
follow, it is the fittest that will survive and the rest will simply perish, unless the authorities in
colleges and universities and the teaching community prepare themselves from now onward to
face new challenges.” (The Sentinel, 04 July 2010).
In keeping with the national trend, male literacy rates are higher than those of females in the
NER. The relatively advanced status of literacy in the NER has to do with its particular historical
development in which the spread of education played a key role. According to Paul (2008),
“Literacy encompasses as well. The value of education is immense in human life. The
importance of education for social, economic, political and environment progress is universally
recognized. Higher standards of education lead to better utilization of available resources in
order to achieve higher standards of living.” (Shillong Times, 26 may 2008).
40
Table 2.4
State wise Literacy Rate in North East Region, (1991 & 2001)
Literacy Rate in 1991
Literacy Rate in 2001
Sl. No. States Male
Female
Total
Male
Female
Total
1. Arunachal 51.45
29.69
41.60
64.01
44.02
54.07
2. Assam
61.87
43.03
52.90
79.01
56
64.03
3. Manipur
71.63
47.06
59.90
77.09
59.07
68.09
4. Meghalaya 53.12
44.85
49.10
66.01
60.04
63.03
5. Mizoram
85.61
78.06
82.30
90.07
86.01
88.05
6. Nagaland
67.62
54.75
61.60
71.08
61.09
67.01
7. Sikkim
65.74
46.69
56.90
76.07
61.05
69.07
8. Tripura
70.6
49.06
60.40
81.05
65.04
73.07
All India
64.13
39.29
52.20
75.09
54.02
65.03
Source: Census of India (1991) & (2001).
All the NER states have improved upon the literacy rates comparing from the year 1991 to 2001.
According to 1991 census report, the literacy rate of national level (India) was 52.20 percent
(64.13 males and 39.29 females). While the literacy rate of all the NER states Mizoram,
Nagaland, Tripura, Manipur, Sikkim, Assam, Meghalaya and Arunachal Pradesh were 82.30
percent, 61.60 percent, 60.40 percent, 59.90 percent, 56.90 percent, 52.90 percent, 49.10 percent
and 41.60 percent respectively. In India, Census of India 1991 shows Kerala state has the highest
literacy rate of 89.6 percent followed by Mizoram. Mizoram has topped in the literacy rate in the
NER by obtaining 82.30 percent whereas Arunachal Pradesh stands lowest in the literacy rate by
acquiring 41.60 percent. The literacy rate of the country has increased from 52.20 percent to 65.3
percent during the period from 1991 to 2001. The census of India 2001, depicts the literacy rate
of national level is 65.3 percent (75.9 percent males and 54 percent females) again, census report
2001 acknowledged, Kerala has the highest literacy rate of 90.9 percent followed by Mizoram
with 88.5 percent. In NER, according to census of India 1991, Arunachal and Meghalaya stand
below the national level of 41.60 percent and 49.10 percent. Again the census of India 2001
shows the status of literacy rate of these two states remained below the national level of 54.7
41
percent and 63.3 percent. However, Assam could not follow the national trend of literacy rate in
2001, which secured 64.3 percent against 65 percent.
Higher Educational Institutions in North East Region
Though the number of colleges and universities are increasing in the NER, there is a lack of
well-qualified trained teachers, infrastructure, and laboratories which are not sufficiently
equipped in the colleges and universities. The financial constraint does not permit the colleges
with proper quality of management. There has been a concerted move to expand higher
education in the region. Presently, NER has eight Central Universities namely; Assam
University, Tezpur University, Mizoram University, North Eastern Hill University, Manipur
University, Nagaland University, Rajiv Gandhi University (Arunachal Pradesh), Tripura
University and Sikkim University. Moreover, there are some central run technical institutions
like; Indian Institute of Technology (IIT), Guwahati, Assam, Rajiv Gandhi Indian Institute of
Management (RGIIM), Shillong, Meghalaya, National Institute of Technology (NIT), Silchar,
Assam, National Institute of Technology (NIT), Agartala, Tripura, North Eastern Regional
Institutes of Science & Technology (NERIST), Itanagar, Arunachal Pradesh, Central Institute of
Technology (CIT), Kokrajhar, Assam. Apart from Central Universities, establishment of
technical professional institutes are found missing in Manipur, Nagaland and Sikkim. Many
regional institutes and centres of Indira Gandhi National Open University, Open Distance
Learning (ODL) was set up in the region. According to MHRD annual report (2009-2010), at
present there are 8 Regional Centres and 433 Learner Support Centres are functioning in the
region.
According to the MHRD, annual report (2009-2010), Assam consists of highest number of 369
higher educational institutions with 217652 numbers of students enrolments. It was followed by
Manipur and Meghalaya with 62 and 56 higher educational institutions whereas Meghalaya has
the higher enrolment number of 38658 students than Manipur which have an enrolment number
of 38177 students. Nagaland has 42 higher educational institutions with total enrollment number
of 28965 students and Mizoram has 28 higher educational institutions with the enrolment
number of 14575 students. Tripura has got 20 higher educational institutions with the enrolment
number of 24845 students which is higher than Mizoram since, Tripura is one of the most
42
populated states in NER. Arunachal Pradesh has got 17 higher educational institutions with the
enrolment rate of 8839 students whereas Sikkim has got the lowest number of only 8 higher
educational institutions but the enrolment rate is higher than Arunachal Pradesh by 8985 students
against 8839 students.
Table 2.5
No. of Higher Edu. Institutions and Enrolment of Students in NER, (2005-2006)
Sl. No. States
No. of Institution
Enrolment
Higher Education
1. Arunachal Pradesh
17
8839
369
217652
3. Manipur
62
38177
4. Meghalaya
56
38658
5. Mizoram
28
14575
6. Nagaland
42
28965
7. Sikkim
08
8985
8. Tripura
20
24845
2. Assam
Note: Enrolment Figures Includes Ph.D., PG & other Professional Courses
Source: MHRD, Annual Report (2009-2010).
Status of Higher Education in North East Region
The quality of education will be produced when the teachers have the limitless infrastructure to
orient the capacity into wider scope of which the learner gets better understanding to revolve
their knowledge as a learner. The colleges and universities should offer the inspiring varieties of
academic resource and facilities in order to impart quality education. In higher education, full
potential of learning skills is the main roots to bring fruitful education if they are refined and
exercise through goodwill and wisdom. Educationally, there is a vast gap between theory and
practice in NER which contradict the quality of education by replacing the numbers of
overloaded quantity production in the region. Regarding the situation of higher education in
NER, the then Vice Chancellor of NEHU Shillong, Sharma (2007), pointed out two objectives
followed by four points, “The scenario of education for livelihood is also dismal. Education can
43
be one step ahead of the prevailing economic system of the concerned people. It should,
therefore, have the twin objectives of and resilience for achieving (i) a state of consonance
between the needs of economy and skill endowment of its people and (ii) advanced preparation
of the people to meet the challenge of incessant change in the dynamic economy of the region.
This incessant change can be a part of process or may also be induced by the national and also
the global force in the nascent „global village‟ paradigm. The first major handicap in the NER in
this regard is the ambivalence about the path of development of the region itself. The
ambivalence is relatable in the following:
(i)
the basic difference in the resource-population matrix of the NER and the nation as a
whole
(ii)
the basic difference between the social and legal parameters, which are important
determinants of growth paradigm,
(iii)
Total „isolation‟ from the rest of the country. 98 % of the border of the NER is shared
with other countries having „fluctuating‟ uncertain relationships, and
(iv)
Disturbed conditions in many parts of the Region on account of above mentioned
factors and other unresolved issues.
In the modern era the advancement of information technology as an example, the huge world has
become a tiny global village. The then Registrar of Assam Agricultural University, Bora (2008)
stated, “Technology, has led us to a new era which is yet to acquire a proper nomenclature.
Information boom, automation, electronic revolution, biotechnology, nano technology, to name
only the familiar few, have created for us a new world, the ways of which are not known to us .
The new concept of a modern university is that it is on the one side a huge warehouse of
information and on the other an excellent for production of human resource capable of handling
this information through knowledge and wisdom for welfare of man and nature.” (Assam
Tribune, 11 May 2008). The impact of global education has not affected widely in the region,
since the region is geographically isolated or typically located in the international boundaries of
which the peoples in the region with distinct multiple identity. The globalization has become
closer from the big countries down to the small villages into nearer places. Education as general
and higher education in particular leads the role to develop the global society by introducing
numerous streams of educations such as information technology, technical education, vocational
44
education, sciences, etc. but these types of higher educational institutions are a far cry in NER.
There are three parameters that emphasis to modern educational development that strive changes
into societies such as, economic, scientific and cultural modernization, in combination of these
three fundamental revolves changes into global modern society. Dutta (2008) states, “The world
has changed fast and the new global economy has generated new forms of demands of inviting
radical changes in the courses and Curricula of the University and colleges so that the end
products could be well absorbed by this new economy.” (Assam Tribune, 30 May 2008).
NER is urgently in need of educational institutions that encompass skill development facilities.
Unemployment rate is substantially high in the region. Development of higher education is
drastically changing but the region is developing lately comparing from the other parts of the
country. Overall, the change has not occurred equally in all the north eastern states, some states
attained vertical development and some states remain low in progress of higher education as well
as in other development activities. In NER, there are lacks of professional educational
institutions that are relevant in today‟s job market and job oriented course that can drive into
economic development. Education is considered as a production of an output investment of
economic development whereas it rather impact negatively in economic development at the
region due to large portion of educated unemployment. Specially, the rural areas in the region
suffered badly in shortage of educational institutions like, college, vocational, technical,
sciences, medical, information technology and management education. Chauhan (1990) states,
“In some North Eastern states, they are more than 80 per cent of the total population mostly
living on hillsides and in forest. They are isolated the rest of the society due to poor
transportation and communication facilities, and have remained, educationally, culturally,
economically and socially disadvantaged.” (Chauhan 1990.p,67). Democratically, diversification
of education opportunity should be available equally in different sections of society to enhance
the skill of personal capability. The quality of higher education is prerequisite for creation and
development of skilled in human resource. Thus, in NER the limitation of education opportunity
create constraint of an individual choice. According to NPE, Programme of Action (1986), “In a
democracy, the individual is an end in himself and the primary purpose of education is to provide
him with the widest opportunity to develop his potentialities to the full. But the path to this goal
lies through social reorganization and emphasis on social perspectives. In fact, one of the
45
important principles to be emphasized in the socialistic pattern of society which the nation desire
to create, is that individual fulfillment will come, not through selfish and narrow loyalties to
personal or group interests, but through the dedication of all to the wider loyalties of national
development in all its parameters.” (NPE 1986.p,4).
Vocational Education
The aim of vocational training education is to equip people to work and make them employable
for a broad range of occupation in various industries and other economic sectors. It aims at
imparting training to the persons in specific fields through providing significant practical
experience in acquiring necessary skill in the particular subjects which make them employable or
create an opportunities of self employment. The insufficient of vocational training institute and
low quality of existing vocational institutes in the region, system of education remain stagnant in
maximum in social sciences (arts) and minimal in other streams like, science, management,
information technology, etc. There has been a widespread in need of education system towards
various vocational studies to minimize the problems of mismatch between the high rise of
educated unemployment and low level of educated employment in the region. From the starting
point of education system, after completion of high school (10) and higher secondary (10+2)
standards the concept of certificates, diplomas and degree in vocational course is missing in the
region. Students should be given choice of vocational streams when they enter at these two
stages of educational level. NPE (1968) modified version in (1992) states, “The introduction of
systematic, well planned rigorously implemented programmes of vocational education is crucial
in proposed educational reorganization. These elements are meant to develop a healthy attitude
amongst students towards work and life to enhanced individual employability, to mis-match
between the demand and supply of skilled manpower and to provide an alternative for those
intending to pursue higher education without particular interest or purpose. Efforts will be made
to provide children at the higher secondary level with generic vocational courses which cut
across several occupational fields and which are not occupation specific. Vocational Education
will also be a distinct stream, intended to prepare students for identified occupations spanning
several areas of activity. These courses will ordinarily be provided after the secondary stage, but
keeping the scheme flexible, they may also be made available after class VIII. ” (NPE
1992.p,16).
46
Majority of the students continue to follow the path of pursuing arts stream whereas sciences,
commerce, mathematics, engineering, information technology and other subjects are few in
enrolments. In result, excessive outputs of educated arts streams become the burden of the
society and they remain unemployed. The proportions of unemployed graduates rise higher
vertically rather than individual skilled educated which is employable. NPE (1986) states,
“Another system of higher education with the same total output but producing a large proportion
of indifferently educated graduates of arts, many of whom remain unemployed or are even are
unemployable, could create social tensions and retard economic growth. It is only the right type
of education, provided on an adequate scale, that can lead to national development; when these
conditions are not satisfied, the opposite effect may result.” (NPE 1986.p,5). The education
streams which content the course of employable, personal development, entrepreneurship, etc.
are found lacking in the region. Education system which offered in allied sectors like agriculture,
animal husbandry, poultry, piggery, forestry, tussar and silk plantation etc. and others highly,
specialization course like, food processing, dairy farming, floriculture, bee keeping, mushroom
cultivation, water management, water harvesting, weaving, handicrafts, servicing motor vehicles,
servicing computer hardware, software, etc. are rare to find. These types of educational streams
are very much relevant in the hilly region which has a large chunk of forest where the minorities
are inhabited, but is lacking in educational facilities and long distance of development.
In NER, the enrolment of students at higher education is largely concentrated on social sciences
due to shortage of other professional courses and limited of subject option in the region. Biswas
(2008) states, “Survey on enrollment pattern level shows that majority of students enrolled into
undergraduates and postgraduates course in the North East region are in Arts streams. The
dependent of Arts education at the tertiary level has created both shortages and surplus of
different categories of manpower, Therefore, there is a need to develop science and professional
courses in the universities.” (Biswas 1980.p,36). The former Vice-Chancellor of NEHU, Sharma
(2007), suggests bringing better economic development in NER. The goals of education in this
segment of NER economy will relate broadly to the following:
(a)
Agriculture and allied sectors including forestry, fisheries, animal husbandry and such
like;
47
(b)
Vocational streams of the new economy such as electricians, electronics, motormechanics etc;
(c)
Higher professional streams including engineering, medicine, mining, management
etc; and
(d)
Humanities, social sciences, physical sciences, biological sciences, liberal arts and
such like.
The situation of higher education in the region to bring socio-economic change is to be examined
vigilantly. Higher education is the key to specialized the respective subject matter to pursuit and
become proficient and to contribute constructively according to the social relevance. Evaluating
the grade in quality of higher education in the region is declining from the standards.
Gangmumei (2000) states, “The extraordinary expansion of education has led to increasing
enrolment in colleges and universities. But the graduates produced by the universities face
difficulties employment in the region. Thus, there is no correlation between manpower
requirement and the production of graduates in the region.” (Gangmumei 2000.p,191).
Financial Allocation on Higher Education in North East Region
Primarily, finance has been allocated by the MHRD, Govt of India, in order to bring
development in colleges and universities directly or indirectly through the numerous departments
of higher educational institutions. UGC is one of the apex body releasing funds in colleges and
universities. There are also other autonomous educational councils like AICTE, MCI, etc. which
are taking care of their respective units of higher education in implementation, maintenance and
development. Funds are estimated according to the capacity and the needs of the colleges and
universities. Estimated funds are released more or less depending on the availability of funds.
Year after year allocation of funds has been increasing in colleges and universities in order to
expand the quality of higher education in requisite forms but the problems of loopholes in higher
education are not mending sufficiently, due to scarcity of financial allocation and
mismanagement of financial management in the region.
48
Table 2.6
Financial Allocation/Release in North East Region from 2004-2009
(Rs. in Crore)
Year
Allocation to NER (RE)
Amount Released
2004-2005
212.42
212.30
2005-2006
250.00
250.40
2006-2007
353.93
279.10
2007-2008
320.30
298.58
2008-2009
679.99
577.50
Note: RE (Revised Estimates)
Source: MHRD, Government of India, Annual Report (2009-2010).
The MHRD, Govt. of India, annual report (2009-2010), department of higher education
statement shows the allocation/release of funds in the region for the last five years i.e. from the
year 2004-2009. During 2004-2005, the revised estimated of total financial allocation in the
region was Rs. 212.42 Crores, but out of total estimated amount, the actual total amount released
was Rs. 212.30 Crores which is .12 reduced from the actual estimated budget. In 2005-2006, the
estimated total amount of financial allocation was 250.00 Crores, but the actual total amount
released was Rs. 250.40 Crores which is .40 more than the actual total estimated amount. In
2006-2007, the estimated total amount of financial allocation was Rs. 353.93 Crores, but the total
amount released was Rs. 279.10 Crores which is 54.83 less than the actual total amount
estimated. In 2007-2008, the estimated total amount for financial allocation was Rs. 320.30
Crores, but the total amount released was Rs. 298.59 Crores, which is less by 21.58 Crores from
the actual amount estimated. In 2008-2009, the estimated total amount of financial allocation in
the region was Rs. 679.99 Crores, out of total amount estimated the total amount released was
577.50 Crores which is less than the actual estimated amount by Rs. 102.49 Crores. The planning
commission has approved the plan outlay of Rs. 8636.30 Crores for the year 2009-2010 for the
department of higher education in NER. Out of which, an outlay of Rs. 796.00 Crores revised
estimates has been earmarked for the NER and as on 12 February 2010, Rs.514.22 Crores has
been certified for release. The annual revised estimated plan for financial allocation in higher
education is increasing year after year. According to the (table 2.6) during 2008-2009, there is a
huge difference of rising in financial expenditure from Rs. 298.58 Crores in 2007-2008 to Rs.
49
577.50 in 2008-2009. During 2005-2006, the released amount of Rs. 250.40 Crores was higher
than the estimated amount of Rs 250.00 Crores in NER.
The planning commission has earmarked budget in different sectors of education. Revised funds
are approved to release in total eight states of NER separately. Each state received their
respective funds annually according to the estimated plan. During 2006-2007 annual plan,
allocation of funds in education and others allied activities has been categorized into four
sections viz. General Education, Technical Education, Sports & Youth Affairs and Art &
Culture.
Table 2.7
State-wise Revised Approved Outlay for the Annual Plan 2006-2007 in Education Sector
(Rs. Lakhs)
Sl.
General
Technical
Sports &
Art &
No.
Education
Education
Youth
Culture Education
Affairs
1
2
3
1. Arunachal 13232.00
4
450.00
5
Total
Col. 2 to 5
6
499.00
Total All
7
525.00
Sector
Outlay
8
14706.00
105853.00
150.00 10191.00
5164.00 40498.00
379800.00
8006.59
120.00
813.00
1255.40 10194.00
117644.90
4. Meghalaya 7000.00
300.00
1000.00
650.00
8950.00
90000.00
5. Mizoram
9379.64
584.00
1515.74
409.00 11888.38
76366.30
6. Nagaland
5107.36
924.00
1538.93
455.00
8026.29
79190.70
7. Sikkim
7073.93
2860.00
595.00
548.00 11076.93
55232.18
8. Tripura
8958.40
332.96
146.85
Pradesh
2. Assam
3. Manipur
24993.00
26.14
9464.35
87362.94
Source: State Plan Division, Planning Commission, Government of India, (2006-2007).
According to the State Plan Division, Planning Commission, Government of India, the financial
allocation in NER state wise financial revised approved outlay for the annual plan 2006-2007
50
from the column 2-5, Assam has been allocated highest finance expenditure in general education
of Rs. 24993 lakhs. In Technical Education, Sikkim received highest finance of Rs. 2860.00
lakhs. In Sports & Youth Affairs and Art & Culture, again Assam gained the highest amounts of
Rs. 10191.00 lakhs and Rs. 5164.00 lakhs. Overall in NER, Assam got the maximum finance
allocation of Rs. 379800.00 lakhs in education. To describe the lowest flow of financial
allocation in General Education, Nagaland was approved the lowest amount of Rs. 5107.36 lakhs
followed by Technical Education in Manipur with an approved amount of Rs. 120.00 lakhs
whereas in Sports & Youth Affairs, Tripura has got Rs.146.85 lakhs and Rs. 26.11 lakhs in Art &
Culture. To compare the financial allocation between the eight states of the region, Sikkim got
the lowest amount in all types of financial allocation by total outlay of Rs. 55232.18 lakhs in the
year 2006-2007.
Table 2.8
State-wise Educational Expenditure Ratio (Percentage) During 1980-81 and 1998-99 in
North East Region
Sl. No. States
Education Expenditure Ratio
1980-81
1998-99
1.
Meghalaya
09.97
16.95
2.
Arunachal Pradesh
NA
12.04
3.
Nagaland
08.03
09.55
4.
Mizoram
NA
12.97
5.
Tripura
11.60
17.23
6.
Manipur
12.25
18.52
7.
Assam
12.76
26.34
8.
Sikkim
08.11
07.31
02.70
03.90
Central Government
Note: NA (Not Available).
Source: State Finance – A Study of Budgets, 2000-01, RBI, December 2000, and Union
Budget Documents for data for the Central Government. (Extracted from the
Report of
Planning Commission, Government of India, Tenth, Five Year Plan 2002-2007, VolumeIII.p,57).
51
The (table 2.8) shows the state wise total expenditure ratio in education by (percentage) in
different states of NER. According to the tenth, five year plan, 2002-2007, some states allocated
the higher financial expenditure ratio in education and those states also registered in higher
literacy rate whereas the other states that are spending lower expenditure ratio in education are
lessened in literacy rate. According to the (table 2.8), during 1980-81 and 1998-99, states like
Assam, Manipur, Tripura, Meghalaya, and Nagaland shows the progress in allocation of higher
expenditure ratio from 12.76 percent to 26.34 percent, 12.25 percent to 18.52 percent, 11.60
percent to 17.23 percent, 9.97 percent to 16.95 percent and 8.03 percent to 9.95 percent in
education sector while Sikkim has the lower share of financial expenditure ratio from 8.11
percent in 1980-81, and reduced to 7.31 percent in 1998-99. The table also depicts that,
Arunachal Pradesh and Mizoram total expenditure ratio during 1980-81 were not available but in
1998-99 the total expenditure ratio were 12.04 percent and 12.97 percent. Moreover, the Central
Government has increased the share of total expenditure ratio from 2.70 percent to 3.90 percent
during 1980-81 and 1998-99 respectively.
Status of Colleges and Universities in North East Region
The status of colleges and universities in NER is lacking behind in comparison across the
country. None of the universities got the status of five stars, some of the universities attained four
stars but the remaining universities are not satisfied. The grade system of higher education
conducted by NAAC in NER is lagging behind from the standards. There are many colleges and
universities in NER, which lacks in resources allocation like finance, infrastructure, educational
facilities and poor administration, which degrade the value of higher education. On the other
hand, political leaders and bureaucrats disinterested in the field of education is one of the main
focal point which impact negatively upon the growth of higher education in the region. In result,
the environment of corrupt education system leads to handicapped situation of higher education
in the region. Numerous higher educational institutions have been set up in the region but the
progress linger slow and steady.
52
Table 2.9
NAAC Grading According to the Star System, 2004
Old Grading System
Grade Institutional score
New Grading System
Grade Institutional score
(upper limit exclusive)
(upper limit exclusive)
A*****
> = 75
A++
95 - 100
A****
70 – 75
A+
90 – 95
A***
65 – 70
A
85 – 90
A**
60 – 65
B++
80 – 85
A*
55 – 60
B+
75 – 80
B
70 – 75
C++
65 – 70
C+
60 – 65
C
55 – 60
Source: Higher Education in North East (NAAC) Quality Assessment Analysis (2004).
According to the old methods of NAAC to analyzed the status of colleges and universities in the
country, the upper case alphabetical (A) with symbolic asterisk (*) is considered as star and
numerical number from (55-100) is used to rate the status of higher educational institutions and
universities. The grade position of the colleges and universities will depend upon the quality
standards of colleges and universities. According to the (table 2.9), upper case alphabetical (A)
followed by five star (A*****) stand the highest position of grading system by securing the total
marks between the number of (75-100), whereas (A*) stand the lowest position by securing
between the number of (55-60). At present, NAAC introduced new methods of grading system.
The new method consists of upper case alphabetical (A B C), symbolic of addition (+) and
numerical number content from (55-100). According to the new grading system (A++) stand the
highest position containing the total marks of (95-100). It is regarded as the finest colleges or
universities and followed by (A+) which attained the total marks between the numbers of (9095). Grade (C) is considered as the lowest rank that contains the number from (55-60) and it is
measured as poor quality in functioning of colleges or universities in the country.
53
Table 2.10
NAAC Grade Accreditation Status in North East Region-2004
Sl. No.
Name of the University
Accreditation Status
1.
Nagaland University
C++
2.
North Eastern Hill University
A****
3.
Assam University
Not yet Accredited
4.
Tezpur University
Not yet Accredited
5.
Guwahati University
A****
6.
Dibrugarh University
B
7.
Manipur University
B
8.
Arunachal University
B
9.
Tripura University
C*
10.
Mizoram University
Not yet Accredited
Source: Higher Education in North East (NAAC), Quality Assessment Analysis Report
(2004).
During the year 2000, NAAC investigated to examine the status of colleges and universities in
NER. The old and new methods of grading systems were applied to investigate the status of
colleges and universities in the region. The results of the investigated reports were brought in the
year 2004. Out of total ten states and central universities in the region, NAAC covered seven
universities but three universities were unable to declare the status. According to the old grading
system of accreditation in higher educational institutes, NAAC Quality Assessment Analysis
report shows that NEHU and Guwahati University got the status of four star (A****) which is
considered as the highest grade achievement among the universities in NER. Dibrugarh
University, Manipur University and Arunachal University stand second in position by obtaining
of (B) status, whereas Nagaland University and Tripura University stands in lowest position by
acquiring (C++) and (C+) grade. On the other hand, the colleges in Shillong which are affiliated
under NEHU got the best graded colleges in the NER, those colleges are established and runs by
Christian organizations. The best college in the region is attained by St. Anthony‟s Colleges
which is the lone college that received Five Star grade among the colleges in NER. St. Edmund‟s
and St. Mary‟s Colleges stand in second position of A grades whereas there was no college
54
which attain A+ and A++ grades. The rest of the colleges in the region were accredited as low
grade status of (B++, B+, B, C++, C+ and C) grades.
The result of NAAC report (2004), qualitative common observations of colleges and universities
states;
a) Adequate infrastructural facilities and modernization of laboratories are prerequisite, for
all Universities.
b) Computerization of library, internet facilities with INFLIBNET connectivity augment the
seriousness of teaching and learning process of the institutions.
c) Adhoc appointments of teachers and principals dilute the academic ambience of the
institutions. Recruitment of adequate number of qualifies teachers is the only solution for
this.
d) The colleges and Universities are suffering from shortage of qualified teachers in the
North Eastern India. The doors of the institutions of higher learning may be kept open to
get more qualified teachers from different part of the country. This would increase the
quality of education, reduces the maladies of inbreeding, facilitates national integration,
attracts students from other part of the country and abroad and also mould and empower
human resources in this region.
e) The affiliating system has inherent and systemic difficulties to implement innovative
initiatives in examination and curriculum design. Giving autonomy to deserving
institutions will not only give freedom to the institutions to experiment with academic
and administrative innovations but also minimize the burden of the affiliating functions
of the universities.
National Scholarships Allotted in North East Region
There are varieties of central government, state government and private organizations that
provide financial assistance schemes of scholarships for the students in colleges and universities.
Central Govt. financial assistants of scholarships are handling by the MHRD indirectly whereas
the various autonomous educational agencies maintain the selection of student candidates and
released the scholarship directly to the students. The target is to provide financial assistance to
the meritorious students and research scholars to uplift their studies while pursuing higher
55
studies and professional courses in the country. The scholarships range from numerous levels
depends on the standards and subjects of the studies. Some of the available scholarships in the
country are as follows;
1) Meritorious scholarships are awarded to the students securing 80 percent and above in
10+2 standards or equivalent exams in government recognized institutions as regular
student who does not belonging to creamy layer, 50 percent are reserved for girls.
2) Scholarship for the students of Non- Hindi speaking states at post-matric studies in Hindi
subject. This scheme was launched in 1955-56 to encourage the Hindi subject in NonHindi speaking states in the country. The scheme was revised in 2004-2005, and
extended the meritorious scheme from post-matric to Ph.D. level. The rate of scholarship
ranges from 300/- to 1000/- per month depending on course/stage of the study.
3) There are also scholarship for graduate level studies, post-graduate level studies and
professional courses. The rates of the scholarship range from 10,000 per-annum for the
first three years studies and 20,000 for 4th and 5th year for those who pursue professional
course. The duration of scholarship is for 10 months of regular academic year.
4) UGC provide financial assistance to the candidates pursuing professional course in postgraduate level, it is reserved only for SC/ST category.
5) Particularly, UGC introduced scholarship for the research scholars specially those who
pursue Master of Philosophy (M.Phil.) and Doctor of Philosophy (Ph.D.) through
National Eligible Test (NET) along with Junior Research Fellowship (JRF) and Senior
Research Fellowship (SRF) in different streams. The qualified NET candidate is eligible
for the teaching post of Lecturer/Assistant Professor and alternative JRF-SRF is to
provide financial assistance to the candidate who qualified NET and JRF in order to
pursue higher studies in research category.
6) UGC provides Rajiv Gandhi National Fellowship (RGNF), it is specially reserved for
minorities students who belongs to SC/ST category. The RGNF is eligible for the
candidates who are admitted in (M.Phil.-Ph.D.) at government recognized universities
and the scholarship has the duration of maximum 5 years.
7) UGC grant financial assistance under the scheme of Maulana Azad Fellowship, specially,
it is reserved for religious minority candidates in the country viz, Muslim, Christian,
56
Buddhist etc. The selection procedure of candidate in this scholarship is followed the
same patterned of Rajiv Gandhi National Fellowship.
8) There are various foreign countries in collaboration with Indian colleges and universities
to fund the meritorious Indian students to study abroad such as, Commonwealth
Scholarship, Erasmus Mundus, The Aghatha Harrison Memorial Fellowship, etc.
Varieties of educational activities were also taken up by the UGC and other autonomous
higher educational councils by granting financial assistance to meritorious students in
order to pursue higher education from the stage of Post Graduate, Ph.D., and Post
Doctoral Research at different foreign countries. There are also short term cultural
exchange programme, educational exchange programme, etc. outside the country.
Table 2.11
Scheme of Scholarships to University/College Students in North East Region (2009-2010)
Sl. No.
Name of the State
Number of Scholarships Allotted
1.
Assam
2.
Arunachal Pradesh
3.
Manipur
181
4.
Meghalaya
166
5.
Mizoram
75
6.
Nagaland
176
7.
Sikkim
44
8.
Tripura
236
2002
77
Source: Ministry of Human Resource Development, Government of India, Annual Report
(2009-2010).
UGC, under the MHRD awarded Central Sector Scholarships to those students who are in
colleges and universities. The aim of the scheme is to provide financial assistance to meritorious
students to meet their day to day expenses in education while pursuing higher studies, research
and professional courses. Among the eight states in NER, Assam got the highest number of
scholarships. According to MHRD annual report 2009-2010 shows that in Assam the total
number of 2002 students received scholarships, followed by 236 students in Tripura, 181
57
students in Manipur, 176 students in Nagaland and 166 students in Meghalaya. Mizoram got the
third lowest number of 75 students, Arunachal got the second in lowest number of 77 students
whereas the minimum number of scholarships received by students were seen in Sikkim with 44
students.
Conclusion
North East Region was found to be lagging behind in quality education and lack of constructive
higher educational institutions. Though, there are number of colleges and universities, the quality
of education imparted are not up to date. Some of the professional educational institutions give
better education comparing with the other majority of the educational institutions in NER. The
region has been witnessing rapid expansion of higher educational institutes but due to lack of
attention in systematic educational planning, it demeaned the value in quality of higher
education. The region faces educational backwardness specially, in higher education. Due to
production of excessive quantities of educated youths in the region, majority of them remain
unemployed. Paucity of financial allocation and poor administration in higher educational
institutes in NER drives the colleges and universities into disappointing condition.