International Journal of Applied Research 2018; 4(6): 329-33 9

ISSN Print: 2394-7500

ISSN Online: 2394-5869
Impact Factor: 5.2
An inquiry into the education system of Meghalaya: A
IJAR 2018; 4(6): 329-339
www.allresearchjournal.com
comparative analysis
Received: 18-04-2018
Accepted: 23-05-2018
Brave Well Mawthoh and Joyti Mary Rani
Brave Well Mawthoh
Asst. Professor, Department of Abstract
Economics, Union Christian This paper attempts to analyze the education system in Meghalaya and it is based on secondary data
College, Meghalaya, India from different sources. This paper analyses the dropout rates, literacy rates, GER, GPI, student-teacher
ratio, availability of different infrastructure and facilities in schools such as toilets, drinking water etc.,
Joyti Mary Rani
enrolment and number of schools, colleges and universities in Meghalaya. Education is of prime
Asst. Professor, Department of
Education, Union Christian importance for the all-round development of an individual. Education enhances the soft skills,
College, Meghalaya, India analytical skills and cognitive abilities of the people. It empowered the people to use available
information and utilize their acquired knowledge and skills to increase their productivity. The
government has played a major role in providing education to the masses. The Right to Free and
Compulsory Education Act, 2009 declared that every child of the age of 6 to 14 years shall have a right
to free and compulsory education in a neighborhood school till the completion of elementary education.
In order to ensure that every child gets primary education, the Government of India has introduced
several programs like District Primary Education Programme (DPEP), Sarva Shiksha Abhiyan (SSA)
and Mid-day Meal scheme. The achievement in terms of education has immensely increased over the
years no doubt. The number of enrolment at the primary, upper primary, secondary and higher
education level has also increased over the years. A large number of students now are having access to
education as compared to earlier years. This is the result of several programs that have been introduced
by the government for providing education. However, the success of these programs is limited by
leakages and loopholes in the implementation process. There is rampant corruption in the education
system in India.

Keywords: Education, schools, literacy rate, dropout rate, GER, GPI, meghalaya

1. Introduction
Education is of prime importance for the all-round development of an individual. Education
fosters the growth of human capital which can help a country in the process of nation-
building and in achieving economic growth. The human capital theory focuses on the
relationship between the functions of education and economic growth. Education enhances
the soft skills, analytical skills and cognitive abilities of the people. It empowered the people
to use available information and utilize their acquired knowledge and skills to increase their
productivity. Education is one of the tools in bringing about equality in income distribution
and removing gender gap. Each and every child has the right to education. Education has
been recognized as a human right since the adoption of the Universal Declaration of Human
Rights in 1948. The UNESCO Convention against Discrimination in Education (1960) [18]
recalled that the Universal Declaration of Human Rights asserts the principle of non-
discrimination and proclaims that every person has the right to education and consider
discrimination in education a violation of human rights. In India, the Right to Free and
Compulsory Education (2009) declared that every child of the age of 6 to 14 years shall have
a right to free and compulsory education in a neighborhood school till the completion of
elementary education.

2. Literature Review
Correspondence A paper by Mohan Gautam et al. (2016) [10] analyses the flaws of the Education system in
Brave Well Mawthoh modern India through the five principles of the Capability Approach. It suggests that
Asst. Professor, Department of investing in the education of the huge demographic is the need of the hour to reap the
Economics, Union Christian
College, Meghalaya, India maximum benefit out of the growing young population; the disparities relating to quality and
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distribution of educational opportunities need to be resolved programs, including those designed to improve the health of
within a very short time frame. The conversion of these children, may also be needed.
potential economic assets into destructive liabilities needs to Kareena Bhatia1 and Manoj Kumar Dash (2010) in their
be prevented. A sensible National Education Policy needs to paper try to find out the factors that help in the creation of
be formulated to check upon the qualitative and also the value-based higher education. Their paper also tries to
quantitative growth of institutions, to ensure that education compare India’s higher education with six different
satisfies not only the industrial but also an individual’s countries taken from different continents of the world.
needs. These countries are US, UK, Australia, China, Brazil, and
Kamlesh Gakhar and Harjeet Kour (2012) [5] analyses the South-Africa. The paper found out that in the Higher
education system of Haryana in comparison to its Education System of India, there is tremendous growth in
neighboring states. They try to analyze the prevalent the number of universities and colleges from the year 1950
education through indicators such as like Gross Enrolment to 2006. The gross enrolment ratio for people living in urban
Ratio, Drop-out rate, number of schools and colleges, areas was almost 20%, while it was only 6% for rural areas.
number of universities, number of persons who can read India has one of the lowest public expenditure on higher
English, etc. Gross enrolment ratio of Haryana in the age education per student at 406 US Dollars.
group of 6 to 11 years is 90.10, which is less than the ratio Marie Lall and Chatham House (2005) [9] investigate the
of India as a whole and all the neighboring states under the Challenges for India’s Education System. Since
study. So far as the drop-out rate is concerned in the age Independence, successive Indian governments have had to
group of 6 to 14 years, Haryana’s experience is quite address a number of key challenges with regard to education
satisfactory because, except Delhi, where the drop-out rate policy, which has always formed a crucial part of its
is the lowest, all other states and India as a whole have development agenda. The key challenges are improving
higher drop-out rates than Haryana. The literacy rate of access and quality at all levels of education, increasing
Haryana was less than the national average at the time of its funding, especially with regard to higher education and
origin (population census- 1961) but now it has become improving literacy rates. Currently, while Indian institutes
greater than the national average. of management and technology are world-class, primary and
A paper by Dr. K. M. Joshi and Dr. Kinjal Vijay Ahir secondary schools, particularly in rural areas, face severe
(2013) [6] analyses the higher education in India. The paper challenges.
tries to analyze the governance, access, financing, equity,
quality and privatization of the Indian higher education. It 3. Objective and Methodology
found out that India has the largest higher education system The objective of this paper is to analyze the education
in the world by the number of institutions with around 634 system in Meghalaya in comparison to the other North
universities and about 33,023 colleges but it ranks third in Eastern States of India. In addition to this, the other
terms of enrolments. About 80 percent of the public higher objectives include:
education funding has been sourced from State governments i. To study the number of schools and enrolment in
and about 20 percent from the Centre. Trends show that of Meghalaya.
the various forms of institutes of higher education that ii. To study the Dropout rate, Gross enrolment ratio,
exists, the number supported by public funding has Literacy rate, and Gender Parity Index in Meghalaya.
stagnated by growth and rather the numbers with private
funding have witnessed a speedily rising growth.
iii. To study the availability of different infrastructural
facilities in schools.
Another paper by Mrs. Mukesh Chahal (2015) also analyses
the Higher Education in India. The paper tries to study the iv. To study the college and university education i.e. higher
various emerging issues and challenges associated with education in Meghalaya and other states of North East
higher education and also try to give suggestions. There are India.
many basic problems faced by the higher education system Although, there have been quite a large number of papers on
in India. These include lower level of teaching quality, the education system in India, a very few have been written
financing of higher education, more concentrated on on the education system in Meghalaya and North East India.
theories and rather than practical knowledge, traditional The paper is based on this rationale and attempts to analyze
methods of teaching, privatization, inadequate facilities, and the education system in Meghalaya both at the elementary
infrastructure quota system. Other emerging challenges level or primary level and higher education level or college
include heterogeneous education system, Interference of and university education. The present paper is based on
political factors, Economic Difficulties and others. secondary data collected from different sources. The sources
Hill, S. and T. Chalaux (2011) [8] in their working paper include NITI Aayog, Open Government Data (OGD)
entitled, “Improving Access and Quality in the Indian Platform India, Census of India 2011 and Ministry of
Education System” found out that rising public and private Human Resource Development (HRD). The data is analyzed
spending has ensured a marked expansion of the Indian with the help of descriptive statistics in cases where it is
education system. Considerable progress has been made in required. The education system in Meghalaya in analyzed
lifting enrolment and reducing gender disparities and the through a detailed investigation of different indicators such
goal of universal enrolment at the elementary level is as the number of schools and enrolment, GER, GPI,
moving closer to fruition. However, high drop-out rates and Dropout rate, Literacy rate, number of colleges and
low student attendance continue to hold back progress. The universities etc.
Right to Education Act, complemented by other initiatives
to encourage attendance, should provide a renewed impetus 4. Profile of the State
to rising enrolments. However, introducing other targeted Meghalaya is one of the smallest states in India with an area
of 22,249 sq. km. Under the North –Eastern Reorganization
Act of 1971, Meghalaya was granted full statehood on 21 st
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January 1972. The state share international borders with In order to strengthen a nation, investment in primary and
Bangladesh on the south and about one-fourth of the secondary education is very important. Educating the
western border and the rest are shared with Assam. At children can contribute a lot to the accumulating asset of
present, it has 11 districts. Meghalaya is characterized by human capital of a nation. In order to ensure that every child
great diversities in physical features. It is quite rich in gets primary education, the Government of India has
natural resources like coal, uranium, etc. It is also known for introduced several programs like District Primary Education
its tourism potential. Agriculture is the mainstay of the Programme (DPEP) launched in 1994 and Sarva Shiksha
people of Meghalaya. Apart from potential for agro-based Abhiyan (SSA) launched in 2001. The goal of DPEP is to
industries the state also possesses rich deposits of limestone, attain universal elementary education through district
coal and granite (R. Kumar and S. Ram, 2013). In 2016- specific planning providing all children with access to
2017, the contribution of the tertiary sector to GSDP is primary education. SSA is an umbrella plan for elementary
49.53% followed by secondary sector (26.08%) and primary education in India and includes the DPEP. The basic goal of
sector (17.74%). The per capita income is ฀88,497 (NITI SSA is to provide meaningful and quality education to all
Aayog, State Statistics 2011-12 Series). Meghalaya has a children between ages 6 to 14 years. Another program
literacy rate of 74% as per 2011 census. introduced by the government to improve enrolment,
attendance and to take care of nutritional needs of the
5. Primary, Secondary, and Higher Secondary children is the Mid-day meal program launched in 1995.
Education

Table 1: Number of Schools in Meghalaya, Other NE states, and India

Table 1. Number of Schools in Meghalaya, Other NE States and India
Total Goverment Private Total Rural Rural Rural
State
Year Schools Schools Schools Schools Government Private
Arunachal 2010-11 4,440 4,101 339 4,108 3,895 213
Pradesh 2015-16 4,012 3,464 518 3,581 3,244 337
2010-11 53,859 44,371 9,488 50,942 42,051 8,891
Assam
2015-16 65,894 50,143 7,839 54,763 47,764 6,999
2010-11 3,760 2,402 1,358 3,176 2,111 1,065
Manipur
2015-16 4,865 3,308 1,432 4,110 2,995 1,115
2010-11 12,377 7,596 4,781 11,646 7,280 4,366
Meghalaya
2015-16 13,277 7,764 5,398 12,374 7,432 4,942
2010-11 2,892 2,338 554 2,039 1,765 274
Mizoram
2015-16 3,072 2,277 791 2,191 1,711 480
2010-11 2,826 2,101 725 2,397 1,925 472
Nagaland
2015-16 2,799 2,092 707 2,341 1,895 446
2010-11 1,201 895 306 1,130 869 261
Sikkim
2015-16 1,279 870 409 1,181 841 340
2010-11 4,386 4,217 169 4,088 3,989 99
Tripura
2015-16 4,844 4,322 335 4,287 4,055 232
2010-11 1,329,307 1,064,700 264,607 1,156,844 987,180 169,664
India
2015-16 1,405,027 1,043,151 324,263 1,195,268 969,120 226,148
Source: NITI Aayog. Website: http://niti.gov.in

Education plays a very important role in the development of school is 74.24%. Among the other North Eastern States of
the country. Although growth in the national income, India, Assam has the maximum number of schools both in
infrastructural facilities i.e., transports and communications, the year 2010-11 and 2015-16. Most the areas in North East
capital equipment and per capita income etc., is an India are rural and hence we see that maximum number of
important indicator of the development of the country, in schools in rural areas and the same case follow for India.
recent years, it is observed that education also plays a major We have seen that majority of the schools are run by the
role. The number of schools that a state or country has government agency. Investment in education does not bring
indicates people’s access to education. From table 1, the much profit to private party. However, it is the primary duty
total number of schools in Meghalaya in the year 2010-11 of the government is to provide education to the masses.
was 12,377 out of which 7596 are government schools and The government actively participates in providing education
4,781 are private schools. A very high percentage of the to the masses to empower them. The Government of India
schools are in rural areas. In 2015-16, there were 13,277 has undertaken several schemes with the motive to educate
schools in Meghalaya out of which 12,374 are located in the the masses. Schemes such as Sarva Shiksha Abhiyaan and
rural areas. This implies that 93.2%. of the schools are the Mid-Day Meal Scheme can be given the credit for the
situated in rural areas. The total number of government rapid expansion of the elementary education system in India
schools is 7,764 i.e., 58.48% whereas the total number of over the last decade. The Sarva Shiksha Abhiyan -led to the
private schools is 5,398 i.e., 40.66%. This shows that the formation of over 200,000 new schools has led to the
government has a huge share in providing education to the additional enrolment of over 21 million children. Since the
masses. At the all India level the total number of schools is inception of the Sarva Shiksha Abhiyan, the percentage out-
1,405,027 as on 2015-16. The share of rural school to the of-school children came down from 18.4% in 2000–01 to
total number of schools is 85.1% and that of the government 4.3% in 2009 (Chandrappa, 2014) [4]. The 86th constitutional

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amendment by the parliament and article 21A in the year of India in the 6 to 14 years age group; has a right to free and
2002 made Right to Education a fundamental right. compulsory education till the completion of elementary
Subsequently, “Right to Free and Compulsory Education education. India became one of the 135 countries to make
Act” was approved by the president of India on 26th August education a fundamental right for its citizens when the act
2009 and got officially published in the Gazette of India on came into force on 1st April 2010. It put the Right to
27th August 2009. According to the Act, every child of Education at par with Right to life.

Table 2: Enrolment in Different Types of Schools

Table 2. Enrolment In Different Types of Schools
2010-11 2015-16
Enrolment
Enrolment in Enrolment Enrolment
Total Total in
State Goverment in Private in Private
Enrolment Enrolment Goverment
Schools Schools Schools
Schools
Arunachal
331,997 270,295 61,702 322,458 232,903 87,420
Pradesh
Assam 5,143,018 4,097,714 1,045,304 5,432,053 4,140,192 955,449
Manipur 488,523 193,158 295,365 502,596 188,020 301,111
Meghalaya 658,673 336,648 322,025 775,613 379,770 388,651
Mizoram 234,485 154,568 79,917 214,317 112,402 101,818
Nagaland 411,383 191,466 219,917 349,696 166,596 183,100
Sikkim 126,542 102,839 23,703 105,297 73,272 32,025
Tripura 610,098 557,853 52,245 569,512 468,117 84,693
India 189,166,464 130,058,559 59,107,905 187,625,797 111,104,797 71,375,786
Source:NITI
Source: NITIAayog.
Aayog. Website:
Website: http://niti.gov.in
http://niti.gov.in

Enrolment indicates the number of students that are going to Arunachal Pradesh, Mizoram, Nagaland, Sikkim and
schools. The total enrolment in Meghalaya during the year Tripura.
2010-11 was 658,673 students which increase to 775,613
students during the year 2015-16. In 2010-11, the number of 6. Gross Enrolment Ratio (GER)
enrolment was higher in government schools than in private Gross Enrolment Ratio (GER) is the total enrolment in a
schools while in 2015-16, the enrolment was higher in specific level of education, regardless of age, expressed as a
private schools i.e. 388,651 students as against 379,770 percentage of the eligible official school-age population
students in government schools. This shows that the parents corresponding to the same level of education in a year. A
now prefer private schools over government schools. There high GER generally indicates a high degree of participation,
are several reasons behind such a shift. Goyal, S. and whether the pupils belong to the official age group or not.
Pandey, P (2009) [7]. Found out that: Private schools offering The achievement of a GER of 100% is, therefore, a
primary education have grown at a rapid rate in India. necessary but not sufficient condition for enrolling all
Parents value good quality education and are willing to pay eligible population in higher education institutes. GER can
for it. Apart from tuition fees, parents incur considerable exceed 100% due to the inclusion of over-aged and under-
expenditure to send a child to a private school spending aged pupils/students because of early or late entrants, and
money on uniforms and textbooks, which they can grade repetition. The GER of Meghalaya for class I-V (6-10
otherwise avail for free in a government school. Poor quality years) of 195 is the highest among all the North Eastern
of education in government schools is considered as a major states of India while the GER for class XI-XII (16-17 years)
reason for the rapid growth in the number of private schools. of about 15 is the lowest. For class I-VIII (6-13 years), the
Parents perceive private schools to be more accountable and GER at 154 is also high among all other states except
offering better quality education Manipur with a GER of 155. Again, the GER for class I-X
The number of enrolment in Meghalaya is higher than all (6-15 years) of 132 is also highest among NE India states
other North Eastern states except for Assam both for the except for the states of Arunachal Pradesh, Manipur, and
year of 2010-11 and 2015-16. In 2015-16, the number of Mizoram. Overall GER for class I-XII (6-17 years) for
enrolment in private schools is higher than in private Meghalaya is 112 which is again high compared to all other
schools for Meghalaya and Assam except for the states like NE states except Arunachal Pradesh, Manipur, and Mizoram
which have a slightly higher GER than Meghalaya.

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Fig 1: Gross Enrolment Ratio in the different NE States

Source: Open Government Data (OGD) Platform India. Website: https://data.gov.in

Hence, we can conclude that the GER of class group such as 7. Drop-Out Rates
class I-V (6-10 years), class VI-VIII (11-13 years), class I- A dropout is a pupil who leaves school before the
VIII (6-13 years), class I-X (6-15 years) and class I-XII (6- completion of a school stage or leaving at some intermediate
17 years) are satisfactory whereas there is serious concern or non-terminal point of a given level of education or at
with regard to class group of class IX-X (14-15 years), class different school stage. The drop-out rate is the proportion of
XI-XII (16-17 years) and class IX-XII (14-17 years) where children which cease to remain enrolled in the schooling
the GER is very low. A very large chunk of students in the system. In Meghalaya, the drop-out rate among the primary
age group of 14-17 have a high vulnerability to discontinue level as of 2014-15 is 9.46%. In the primary level, the
their studies and hence the GER is low. The reason behind dropout rate among the boys is 10.35% and the drop-out rate
this may be poverty, family financial problems, contribution of girls is 8.56%. In the upper primary level, the total
to family income, uninterested in continuing their further dropout rate is 6.52% and among the boys and girls, the
studies etc. Among all North East India states, Assam and dropout rate is 6.77% and 6.3% respectively. In both the
Nagaland seem to have a low GER in all the class groups. primary and upper primary level, the drop-out rate of girls is
At the all India level, the GER for class I-XII (6-17 years) is lower than that of boys. In the secondary level, the drop-out
86% which indicate that it is quite low and hence lower rate is 20.52%. The dropout rate for the boys is 20.8% are
participation. boys and for the girls, the dropout rate is 20.27%.

Table 3: Drop-out Rates in Meghalaya, Other NE states, and India as of 2014-15

Upper Upper Upper

Primary Primary Primary Primary Primary Primary Secondary Secondary Secondary
State Boys Girls Total Boys Girls Total Boys Girls Total
Arunachal
Pradesh 11.51 10.09 10.82 5.31 8.08 6.71 18.33 15.81 17.11
Assam 16.07 14.65 15.36 10.45 10.56 10.51 24.64 29.28 27.06
Manipur 9.5 9.83 9.66 3.61 4.8 4.2 12.94 15.86 14.38
Meghalaya 10.35 8.56 9.46 6.77 6.3 6.52 20.8 20.27 20.52
Mizoram 10.17 10.03 10.1 5.46 4.06 4.78 23.02 20.73 21.88
Nagaland 6.18 5.02 5.61 7.87 7.97 7.92 17.98 18.47 18.23
Sikkim 3.75 0.62 2.27 2.07 1.08 1.57 17.58 14.39 15.89
Tripura 1.37 1.19 1.28 2.37 1.61 1.99 28.03 28.83 28.42
All India 4.36 3.88 4.13 3.49 4.6 4.03 17.21 16.88 17.06
Source: Open Government Data (OGD) Platform India. Website: https://data.gov.in
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Among the North Eastern states of India, in the primary associated with the social and cultural factors such as
level, states like Assam (15.36%), Arunachal Pradesh marriage, household responsibility etc.
(10.82%), and Meghalaya have very high dropout rates as
compared to the other states. Tripura has the lowest dropout 8. Student-Teacher Ratio (STR)
rates of only 1.28%. In the upper primary level, Assam has The student-teacher ratio (STR) is an important indicator of
the highest dropout rate of 10.51%. All the states have very class size. The student-teacher ratio is the number of
high dropout rates in the secondary level. The drop-out rate students who attend a school or university divided by the
is higher in the secondary level as compared to primary and number of teachers in the institution. The smaller the class
upper primary level and it is interesting to note that in the size the greater the ability of a teacher to communicate and
secondary level the dropout rate is higher among the girls impart good education to the students and vice versa.
rather than the boys. The primary cause for a low drop-rate Smaller class size ensures the effectiveness of the teacher to
in the primary and upper primary level can be attributed to cater individual needs of the students. Many studies and
the introduction of the free and compulsory education by the research also support this view. Since the role of the teacher
Government of India. Through the Right to Education Act, is immense in shaping the character and outlook of the
the government is providing free and compulsory education student, it is, therefore, necessary that the class size is
to all the students from the age of 6 to14 years. In the smaller. Amongst the OECD countries, the average class
secondary level, there is a high dropout rate because most of size at the lower secondary level is 23. There are countries
the students cannot effort to continue their studies. The like Finland, Iceland, the UK with class sizes of 19 and
reason behind high dropout rates among the girls can be lower and countries like Turkey, Korea, and China with
class sizes of 28, 34 and even 54 (OECD, 2012) [20].

Table 4: Number of Teachers in Schools and Student-Teacher Ratio as of 2015-16

Student-Teacher Ratio
Teachers in Teachers in
State Total Teachers Goverment Private Teachers in Teachers in
Total
Schools Schools Goverment Private
Teachers
Schools Schools
Arunachal Pradesh 21,584 15,331 6,051 15 15 14
Assam 302,001 204,554 73,872 18 20 13
Manipur 38,936 19,803 17,835 13 9 17
Meghalaya 44,148 22,924 20,721 18 17 19
Mizoram 18,482 11,712 6,750 12 10 15
Nagaland 30,320 19,212 11,108 12 9 16
Sikkim 15,077 10,911 4,166 7 7 8
Tripura 46,613 40,293 5,696 12 12 15
Source: NITI Aayog. Website: http://niti.gov.in
Source: NITI Aayog. Website: http://niti.gov.in
Teachers play an important role in educating the students number of teachers in a school is an indication that the
and he/she is the backbone for the success and prosperity of school has adequate facilities in providing quality education
the students. The STR in Meghalaya for 2015-16 is 18. For and in bringing about the overall development of the
government and private schools, the STR is 17 and 19 students. From table 5, it can be seen that the percentage of
respectively. Among all the states, Sikkim has the lowest schools with a single teacher is 6.9% in 2011-12 which
STR of 7, i.e. for each teacher, there are only 7 students. increased slightly to 7.5% in 2015-16. About 100% of the
From table 4, we can conclude that the STR is quite schools in Meghalaya are approachable by all-weather roads
satisfactory in Meghalaya as well as other states of North in 2011-12 and this has fallen down sharply to 56.9% in
East India. The total number of teachers in Meghalaya as of 2015-16. The percentage of schools with playground facility
2015-16 is 44,148, out of which 22,924 numbers of teachers is very low in Meghalaya where it is only 35.8% in 2011-12
are in government schools and 20,721 are in private schools. and 33.1% in 2015-16. Not all schools have toilets and
The number of teachers in government schools is more than about 60% of the schools have separate toilets for boys and
in private schools. Among other states, Assam and Tripura girls in 2011-12. This has gradually increased and
have the maximum number of teachers with a total of percentage of boys’ toilet has increased to 85.6% and girls’
302,001 and 46,613 teachers respectively. toilet has increased to 87.7%. In 2011-12, only 59.9% of the
schools have drinking water facility and this has slightly
9. Schools with different Infrastructural facilities increased to 62.2% in 2015-16. A very low percentage of
The availability of different facilities in schools helps in the schools have electricity with 14% of the schools in
further enhancing the education process of the students. 2011-12 and 20.4% in 2015-16. Similarly, the percentage of
Facilities such as good roads, playground, toilets, drinking schools with computers is also low with 7.5% of the schools
water, mid-day meal, electricity, computers, kitchen sheds, have computers in 2011-12 and 9.7% in 2015-16.

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Table 5: Percentage of Schools with Infrastructure and Different Facilities

Table 5. Percentage of Schools with different Infrasructure and Facilities
Schools
Approa Schools Schools
chable with Schools Schools Schools Provide Schools Schools
Single- by All Playgro with with with d Mid with with
Teacher Weathe und Girls' Boys' Drinkin Day Electric Comput
States Year Schools r Road Facility Toilet Toilet g Water Meal ity er
Arunachal 2011-12 43.1% 100.0% 32.5% 55% 51% 78.0% 84.3% 22.9% 18.6%
Pradesh 2015-16 27% 66% 39% 96.50% 95.60% 81.40% 92.50% 34.60% 24%
2011-12 15.4% 100.0% 52.4% 66% 56% 77.3% 89.9% 12.2% 6.5%
Assam 2015-16 2% 82.50% 56.40% 84.30% 83.40% 85.80% 98.40% 19.50% 8.70%
2011-12 10.1% 100.0% 56.9% 93% 93% 94.8% 96.3% 24.1% 20.8%
Manipur 2015-16 6.8 83.90% 53.50% 98.80% 98.70% 99.70% 91.10% 32.10% 26.10%
2011-12 6.9% 100.0% 35.8% 60% 60% 59.9% 89.4% 14.0% 7.5%
Meghalaya 2015-16 7.5 56.90% 33.10% 85.60% 87.70% 62.60% 97.50% 20.40% 9.70%
2011-12 1.5% 100.0% 40.3% 94% 73% 90.1% 93.0% 50.3% 28.5%
Mizoram 2015-16 2.5 94.30% 64.20% 99.20% 97.70% 92.70% 99.50% 60.60% 29.60%
2011-12 2.0% 100.0% 40.5% 75% 72% 64.6% 74.1% 30.1% 29.4%
Nagaland 2015-16 1.7 82.10% 45.10% 99.90% 98.70% 82% 90.20% 47.80% 39.70%
2011-12 2.8% 100.0% 61.9% 98% 101% 96.5% 91.1% 56.7% 45.9%
Sikkim 2015-16 0.2 84.40% 68% 99.80% 99.80% 98.50% 97.90% 80.20% 60.40%
2011-12 1.6% 100.0% 60.3% 81% 78% 75.3% 99.4% 15.8% 11.6%
Tripura 2015-16 0.2 80.50% 62% 99.90% 99.70% 89.80% 99.10% 28.20% 15.60%
Source: NITI
Source: Aayog.
NITI Website:Website:
Aayog. http://niti.gov.in
http://niti.gov.in

Among all the North Eastern states of India, all schools have Gender Parity Index (GPI) which is ratio of female to male
a very low percentage of schools with single teacher except values. Gender parity means that the same proportions of
Arunachal Pradesh where it had 43.1% of the schools with girls and boys enter and complete schooling. When there is
single teacher in 2011-12 and 27% in 2015-16. In 2011-12, no gender parity, there is a gender gap, and a greater
all the schools in North East India are 100% approachable proportion of either boys or girls are receiving the
by all-weather roads and experienced a slight percentage education. If the GPI is 1, the country is at gender parity. A
decline in 2015-16. It is remarkable to see that almost all the GPI above 1 indicates disparity in favour of girls and a GPI
schools in North East India have a high percentage of below 1 disparity in favour of boys. Gender parity index
schools providing Mid-day meal and also with drinking (GPI) is measured by taking the ratio of girls to boys
water facility The Mid-day meal scheme is one of the enrolled in the primary education. For both years, i.e. 2010-
initiatives by the Government of India to encourage the 11 and 2015-16, Meghalaya has a GPI exceeding 1. This
children to attend schools and also to ensure that these indicates a gender gap or disparity in favour of girls.
children have a good health. However, the GPI is slowly approaching towards 1 from
1.29 in 2010-11 to 1.04 in 2015-16 which depict a
10. Gender Parity Index (GPI) movement towards gender parity. The same is the trend with
One of the tools in measuring equality or parity between regard to the ST population.
boys and girls with regard to access to education is the

Table 6: Gender Parity Index of Different States

All ST
State 2010-11 2015-16 2010-11 2015-16
Arunachal Pradesh 0.58 0.99 0.66 0.96
Assam 1.01 0.90 0.98 0.87
Manipur 0.86 0.94 0.77 0.88
Meghalaya 1.29 1.04 1.34 1.18
Mizoram 0.96 0.91 0.91 0.92
Nagaland 0.65 1.10 0.98 1.10
Sikkim 0.85 1.05 1.35 1.44
Tripura 0.69 0.70 0.61 0.70
India 0.86 0.92 0.74 0.83
Source: NITI Aayog. Website: http://niti.gov.in

In 2010-11, except for Meghalaya and Assam, the GPI in all 11 which increased to 0.92 in 2015-16 approaching gender
other North Eastern states of India is in favor of males. It is parity value.
very important to note that the gender gap with regard to
education is very low for all states of Northeast India as 11. Literacy Rate
compared to All India level. Three states namely A person is considered literate if he is able to read, write and
Meghalaya, Nagaland, and Sikkim have a GPI in favor of a do simple arithmetic calculation such as addition and
female in 2015-16. For India, the GPI value is 0.86 in 2010- subtraction. Literacy is usually understood as the ability to
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read, write and the ability to do numerical calculations in Literacy is the ability to identify, understand, interpret,
written form. If a person is able to do these functions in any create, communicate and compute, using printed and written
language then he is considered literate. In a country like materials associated with varying contexts. Literacy
India with a huge cultural and lingual diversity, language is involves a continuum of learning in enabling individuals to
not taken into consideration. A similar definition is used by achieve his or her goals, develop his or her knowledge and
different international bodies. potential and participate fully in community and wider
In 2003, UNESCO gave the definition of literacy as: society. (UNESCO, 2013, p. 21)

Fig 2: Literacy Rates of Different North East India States and India
Source: NITI Aayog. Website: http://niti.gov.in

The literacy rate of Meghalaya as per 2001 census is 63%. can bring about a huge potential gain for a country. The
In 2011, the literacy rate is 74% which is slightly higher main constituents of higher education in India include
than the national level which is 73%. The literacy rate has college and university providing education ranging from
increased considerably over the years. Among other states general, vocational, professional and technical. In India, the
of North East India, Mizoram (91%) has the highest literacy university is usually set up either by an Act of Parliament or
rate followed by Tripura (87%) and these two states of a State Legislature. Colleges are affiliated to a university.
occupied the 3rd rank and 4th rank among all the states in India's higher education system is the world's third largest in
India with Kerala (93.9%) occupying the 1 st rank (Census of terms of students, next to China and the United States. In
India, 2011). future, India will be one of the largest education hubs
(Sheikh, 2017). The growth of higher education in India has
12. Higher Education experienced a tremendous growth since its independence.
Higher education is of immense importance for the Tables 7 analyze the college level education in Meghalaya
development of a country. Investment in higher education and other states of North East India including India.

Table 7: Different College Indicators of Meghalaya, India and the Other NE States
Table 7. Different College Indicators of Different Meghalaya, India and other NE States
Average Enrolment College per lakh
Number of College
State per College population

2010-11 2015-16 2010-11 2015-16 2010-11 2015-16

Arunachal
1943 1356 11 17 19 28
Pradesh
Assam 1009 942 13 15 485 539
Manipur 1796 1070 23 30 78 87
Meghalaya 1107 1087 16 18 61 63
Mizoram 698 653 21 22 29 29
Nagaland 766 416 20 26 52 65
Sikkim 814 580 14 20 11 16
Tripura 1086 1097 8 12 36 51
India 700 721 23 28 32974 39071
Source: NITI Aayog. Website: http://niti.gov.in

The total number of colleges in Meghalaya as of 2010-11 is students in 2015-16. Among the states of North East India,
61 which increase only to 63 colleges in 2015-16. Again the Assam has the maximum number of colleges with a total of
availability college per lakh population is very low which is 539 colleges followed by Manipur with 87 colleges. The
only 16 in 2010-11 and 18 in 2015-16. The average rate of increase in the number of colleges is very low in
enrolment per college is 1107 students in 2010-11 and 1087 Meghalaya as well as in Sikkim and Mizoram. It can be seen
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International Journal of Applied Research

that the average enrolment per college is high in the states of colleges need to be set up in the coming years to take care of
Meghalaya, Arunachal Pradesh, Manipur and Tripura as of the demand for colleges.
2015-16. The number of colleges is very less and more

Table 8: Number of Universities in Meghalaya & Other NE States.

State Private Open University

Deemed University-Private
Central Open University

State Private University

State Public University

State Open University

Deemed University-

Deemed University-
Institute of National

Institute under State

Government Aided
Central University

Legislature Act

Government

Grand Total
Importance

Others
State

Arunachal
1 0 1 0 0 0 0 5 1 1 0 0 9
Pradesh
Assam 2 0 2 1 11 0 1 4 0 0 0 0 21
Manipur 2 0 1 1 0 0 0 0 0 0 0 0 4
Meghalaya 1 0 1 0 0 0 0 8 0 0 0 0 10
Mizoram 1 0 1 0 0 0 0 1 0 0 0 0 3
Nagaland 1 0 1 0 0 0 0 2 0 0 0 0 4
Sikkim 1 0 1 0 0 0 0 5 0 0 0 0 7
Tripura 1 0 1 0 0 0 0 1 0 0 0 0 3
All India 43 1 75 13 329 5 13 197 1 32 11 79 799
Source: Ministry
Source: of of
Ministry Human Resource
Human Development.
Resource Website:Website:
Development. http://mhrd.gov.in.
http://mhrd.gov.in

From table 8, it can be seen that among the North Eastern educational hub for the other states of North East India.
states, Meghalaya has 10 universities and Assam has the Some private universities do not provide quality education
maximum number of universities with 21 universities. Out and are mostly established with a profit motive which has
of 10 universities, 2 universities are run by the government greatly affected the education system. The CMJ University
and the other 8 universities are state private universities. Of located in Shillong was shut down in 2013 for awarding
the two government-run universities, one is a Central fake Ph.D. certificates to about 4000 candidates for a sum of
University i.e. North Eastern Hill University and another Rs. 2 to 5 lakh each (“Fake Theses Seized from CMJ
one is the Indian Institute of Management (IIM) which is an Office”, 2013). Many students were affected by it as
institute of National importance. Although Meghalaya has a different bachelors and masters certificate awarded by this
total number of 10 universities when compared to the institution was regarded invalid (“Thousands of Chandra
number of students, it still needs more universities to meet Mohan Jha University degrees to be invalid”, 2014). The
the demand. This shortage in the supply of university is government must impose strict laws and regulations for
tackle by the private sector. Meghalaya has the largest setting up the private institution and it should see that these
number of State Private University compared to other states institutions serve the purpose of providing quality education
of North East India. The reason behind this growth of to the masses and do not run purely on the basis of profit
private university can be attributed to the large inflow of motive.
students from other states. Meghalaya is regarded as an

Table 9: Student Enrolment at Various Level of Education in North East India

Table 9. Student Enrolment at Various Level of Education in North East India
State Year Ph.D. M.Phil. Post Graduate Under Graduate PG Diploma Diploma Grand Total
Arunachal 2010-11 1051 43 4646 33401 87 7689 46917
Pradesh 2015-16 498 111 7568 35889 213 1766 46452
2010-11 1807 89 33332 457914 2595 5050 503238
Assam 2015-16 3874 214 79553 464621 2957 11608 570955
2010-11 862 7 5603 116613 153 218 123497
Manipur 2015-16 618 14 7499 89810 346 922 99340
2010-11 766 56 4638 56867 185 1714 65282
Meghalaya 2015-16 810 203 9016 59854 193 1312 71567
2010-11 63 35 3341 24627 75 1705 29846
Mizoram 2015-16 555 124 3651 23195 34 3815 31463
2010-11 157 12 10475 44001 279 1422 56389
Nagaland 2015-16 161 0 5818 29241 101 1560 36892
2010-11 0 0 4941 12953 17 904 19005
Sikkim 2015-16 58 142 10428 17007 36 1219 29550
2010-11 111 0 14161 45913 231 3434 64172
Tripura 2015-16 472 0 8447 60955 144 3408 74035
Source: NITI Aayog. Website: http://niti.gov.in
Source: NITI Aayog. Website: http://niti.gov.in
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International Journal of Applied Research

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