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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 socio-

political 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

2. Assam 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

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 post-

independence 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

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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 post-

independence 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 Kuki-

Chin-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

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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 2002-

2007. 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

2. Assam 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

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, motor-

mechanics 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 & Total Total All

No. Education Education Youth Culture Education Sector

Affairs Col. 2 to 5 Outlay

1 2 3 4 5 6 7 8

1. Arunachal 13232.00 450.00 499.00 525.00 14706.00 105853.00

Pradesh

2. Assam 24993.00 150.00 10191.00 5164.00 40498.00 379800.00

3. Manipur 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 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

Central Government 02.70 03.90

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, Volume-

III.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.

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Table 2.9

NAAC Grading According to the Star System, 2004

Old Grading System New Grading System

Grade Institutional score 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 (90-

95). 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.

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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

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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 Non-

Hindi 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 5

th 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 post-

graduate 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,

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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 2002

2. Arunachal Pradesh 77

3. Manipur 181

4. Meghalaya 166

5. Mizoram 75

6. Nagaland 176

7. Sikkim 44

8. Tripura 236

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

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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.