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Towards an Enlightened and Inclusive Mizo Society

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Towards an Enlightened and Inclusive Mizo Society Towards an Enlightened and Inclusive Mizo Society Report of the Education Reforms Commission, Mizoram 2009-2010 Education Reforms Commission, Mizoram July 2010 EDUCATION REFORMS COMMISSION MIZORAM Prof. A.K. Sharma Camp Office : C-3, Sector 48 Chairman Noida – 201 304, Uttar Pradesh Education Reforms Commission, Mizoram Telephone : (0120) 2571244-5 (R), 98101 95863 (M) E-mail : [email protected] Esteemed Pu Lal Thanhawla, I have great pleasure in presenting to you the Report of the Education Reforms Commission Mizoram set up by the Government of Mizoram on 8th May, 2009. The Commission, however, commenced its work from 1st July, 2009. It is a matter of great credit to the Government of Mizoram to have conceived of setting-up this Commission realizing that education is a key factor which can elevate the status of the people of Mizoram and promote their socio-cultural identity and also equip them to meet the challenges of the times. Education is a unique investment in the present and the future. Its acculturating influence on the society is unquestioned. The issues and concerns deliberated by the Commission which pertain to the multi-dimensional facets of education, if implemented in letter and spirit, will lead to the development of a social polity from which the Mizo society can reap reach dividends. It is bearing on this aspect that the Commission has entitled the Report: Towards an Enlightened and Inclusive Mizo Society. We are convinced that the State must unreservedly commit itself to the task of implementation of the recommendations of the Commission which have emanated from its detailed deliberations and an in-depth analysis of the current situation. The facts and figures available with the Commission unmistakably highlight the urgency of attending to the various recommendations. Needless to say, that all this is needed to be backed-up by adequate financial resources. It is very clear that unless budgetary allocations of the State Government for education are substantially raised, the realization of the aims of education and the ideal of a reformed educational system in Mizoram will continue to elude us. We hope that on the basis of our Report, it will be possible for the Government of Mizoram to undertake, in cooperation with all concerned, necessary steps to reform the education system of the State so as to make it more relevant to both our traditional roots and the present socio- economic needs. We strongly feel as a Commission that teacher is the pivot of all educational reforms and, therefore, has a cardinal role to perform. The teacher, in return, is expected to dedicate himself/herself to his/her duties and to the improvement of his/her professional competence and career. The raising of the status of the teacher and support to his/her professional growth will go a long way in achieving the intended reforms indicated in the Report of the Commission. In the end, I would like to put on record my own and my colleagues’ sincere gratitude for the support extended by the Government of Mizoram to the Commission during the period of its work. With profound regards, A.K. Sharma Pu Lal Thanhawla Hon’ble Chief Minister of Mizoram MEMBERS OF THE EDUCATION REFORMS COMMISSION, MIZORAM Sl. No. Name 1 Prof. A.K. Sharma Chairman Former Director NCERT, New Delhi 2 Prof. G.L. Arora Member Former Head Department of Teacher Education NCERT, New Delhi 3 Prof. Ved Prakash Member Vice-Chairman, UGC New Delhi 4 Prof. A.N. Rai Member Vice-Chancellor Mizoram University Mizoram 5 Dr. L.N. Tluanga Member Former Director of Education Mizoram 6 Revd. Chuauthuama Member Principal Centenary School, Dawrpui Church Aizawl 7 Revd. Dr. K. Thanzauva Member General Secretary Baptist Church of Mizoram Mizoram 8 Dr. Lalrindiki T. Fanai Member Associate Professor in English Mizoram University Mizoram 9 Ms. Esther Lal Ruatkimi Member Secretary to the Government of Mizoram Higher & Technical Education Mizoram 10 Mr. K. Riachho Member Secretary to the Government of Mizoram School Education Mizoram 11 Prof. S. Hom Chaudhuri Member Secretary Former Vice-Principal Pachhunga University College Aizawl CONTENTS Page Letter from the Chairman i Members of the Education Reforms Commission, Mizoram ii Signatories to the Report iii Acknowledgments iv Contents v List of Annexures xiv List of Tables and Figures xv Abbreviations and Acronyms xvii Executive Summary xxii Chapter 1 Terms of Reference of the Commission and Work Strategy 1-10 1.1 Introduction 1 1.2 Modalities of the Commission’s Work 4 1.3 Work Strategy 5 1.4 Commissioning Position-cum-Issue Papers 5 1.4.1 Sectoral Papers 5 1.4.2 Thematic Papers 5 1.4.3 Institutional Papers 6 1.5 Information through Structured Tools of Data Collection 6 1.6 Participation and Involvement of Stakeholders 7 1.7 On-Campus Interaction with the Faculty, Officials and Students 7 1.8 Analysis of Documents 7 1.9 Preparation of a Discussion Document 8 1.10 Internet Connectivity and the Commission’s Work 9 1.11 Report of the Commission 9 1.12 Mizoram’s Pace-Setting Vision 10 Chapter 2 The Mizo Society: Socio-Cultural, Economic and Political 11-20 Perspective 2.1 Education and Society 11 2.2 Mizoram : An Introduction 11 2.2.1 The Climate of Mizoram 13 2.2.2. Fauna and Flora of Mizoram 13 2.2.3 Ethnic Composition 13 2.3 Cultural Aspects of the Mizo Society 14 2.3.1 Festivals and Dances of Mizoram 14 2.3.2 Language 14 2.3.3 Village Community 14 2.3.4 The Mizo Zawlbuk 15 2.3.5 Zawlbuk and Tlawmngaihna 16 2.4 Political History of Mizoram 17 2.4.1 Autonomous District Councils 18 2.5 Mizoram Economic Scene 18 2.6 New Land Use Policy 19 Chapter 3 Education in Mizoram: In Retrospect 21-30 3.1 Introduction 21 3.2 The Beginnings: Informal Education 21 3.3 British Period 21 3.3.1 Missionary as Honorary Inspector of Schools for 22 Mizoram 3.3.2 Opening of First High School in 1944 22 3.3.3 Opening of Middle Anglo-Vernacular Schools 23 3.4 Pre-Union Territory Period (1947-72) 23 3.4.1 Elementary Education under District Inspector of 23 Schools 3.4.2 Primary Schools under the District Council 23 3.4.3 Increase in the Number of Educational Institutions 23 3.4.4 Strengthening of Educational Administration and 24 Teacher Education 3.4.5 Insurgency and Uncertainty 24 3.4.6 A New Chapter of Hope and Challenge 24 3.5 Union Territory Period (1972-86) 24 3.5.1 Directorate of Education, Government of Mizoram 25 3.5.2 Promotion of Science and Mathematics Education 25 3.5.3 Hindi Propagation Wing 25 3.5.4 Growth of Private Schools and their Upgradation 25 3.5.5 Youth Welfare 26 3.5.6 Art and Culture 26 3.5.7 Teacher Education, Research and Training 26 3.5.8 Mizoram Board of School Education 26 3.5.9 North-Eastern Hill University 27 3.5.10 School Education Structure Reviewed and Changed 27 3.5.11 Mizoram Polytechnic, Lunglei 27 3.5.12 Pre-Primary Education 27 3.6 Adult Literacy Programme 28 3.7 Statehood Period (1987 onwards) 28 3.7.1 Bifurcation of the Directorate of Education 28 3.7.2 Directorate of Art and Culture 28 3.7.3 Inclusion of Higher Secondary Stage under School 28 Education 3.7.4 Mizoram State Council for Technical Education 29 3.7.5 Women Polytechnic, Aizawl 29 3.7.6 Open Learning/Distance Education 29 3.7.7 The Regional Institute of Paramedical and Nursing 29 Sciences 3.7.8 College of Veterinary Sciences and Animal Husbandry 29 3.7.9 Mizoram University 30 3.7.10 Department of Electronic Accreditation of Computer 30 Courses 3.7.11 Mizoram Education Act and State Advisory Board of 30 Education 3.7.12 ICFAI University, Mizoram 30 Chapter 4 Educational Reforms in Mizoram: Conceptual Parameters 31-37 4.1 The Context 31 4.2 Societal Aspirations and Education 31 4.3 Aspirations of the Mizo Society 32 4.4 Aims of Education in the Context of Mizoram 34 4.5 Realizing the Educational Aims 34 4.5.1 Widening Access to Education at all Levels 35 4.5.2 Broadening Curricular Provisions at the Higher 35 Secondary Stage 4.5.3 Enhancing Diversity in Higher Education 35 4.5.4 Strengthening Base of the Educational Pyramid 35 4.5.5 Improving the Quality of Teacher Education 36 4.5.6 Value-Based Education 36 4.5.7 Enhancing Educational Expenditure 36 Chapter 5 School Education: Concerns and Imperatives 38-65 5.1 The Context 38 5.2 Structure of School Education 39 5.2.1 Overall Structure 39 5.2.2 Pre-school Years 39 5.2.3 Elementary Stage 39 5.2.4 Secondary Stage 40 5.3 Pre-School Education 41 5.3.1 Profile of the Child in Mizoram 41 5.3.2 Pre-School Education in Mizoram 42 5.3.3 SSA and Pre-School Education 44 5.3.4 Pre-Schools in Private Sector 44 5.3.5 ECCE: Switch over needed from Social Welfare to 44 Education 5.3.6 Institutional Support for Strengthening ECCE 45 5.4 Elementary Education 45 5.4.1 Management of Schools 45 5.4.2 Elementary Schools in Mizoram and their Enrolment 46 Pattern 5.4.3 Primary Schools by Distribution of Enrolment 46 5.4.4 Upper Primary Schools by Distribution of Enrolment 47 5.4.5 Institutional Viability 49 5.4.6 Reorganization of Schools 50 5.4.7 Right of Children to Free and Compulsory Education 50 Act, 2009: Implications for Reform 5.4.8 Drop-out and Universal Elementary Education 51 5.5 Secondary Education 51 5.5.1 Secondary Schools in Mizoram and their Enrolment 52 Pattern 5.5.2 Secondary Schools by Distribution of Enrolment 52 5.5.3 Mushrooming of Secondary Schools 53 5.6 Higher Secondary Education: Academic Stream 54 5.6.1 The Beginnings: Growth and Enrolment 54 5.6.2 Stream-wise enrolment 55 5.6.3 Courses Offered in Higher Secondary Schools in 56 Mizoram 5.6.4 Science Education 56 5.6.5 Streaming Within Academic and Vocational
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