Latest news with #ULLAS
Hindustan Times
5 days ago
- General
- Hindustan Times
Mizoram: Construction of NIT campus at Lengpui to resume after 6-year halt
Aizawl: Construction of the National Institute of Technology (NIT) Mizoram campus at Lengpui near Aizawl will resume after a six-year halt, an official statement issued by the government on Friday said. NIT Mizoram, which opened in 2010, currently functions from a temporary campus in Aizawl ( The Mizoram government has deposited a penalty of ₹1.4 crore to the appropriate office of the union forest ministry, and construction will resume soon, the statement added. The permanent NIT campus project was stalled in 2017 after the Centre for Environment Protection filed a complaint with the National Green Tribunal (NGT), citing unauthorised use of the Tlawng Riverine Reserve Forest without mandatory clearance under the Forest (Conservation) Act, 1980. NIT Mizoram, which opened in 2010, currently functions from a temporary campus in Aizawl, which includes an administrative block and four academic blocks at Chaltlang, three hostels at Tanhril, and one hostel at Durtlang. The institute offers BTech, MTech, and PhD degrees. In 2017, the Centre for Environment Protection filed a complaint with a special bench of the National Green Tribunal (NGT), alleging encroachment on the Tlawng Riverine Reserve Forest without mandatory forest clearance from the Ministry of Environment, Forest and Climate Change. Also Read: Mizoram: Leading the way in education The Mizoram government later submitted a proposal for forest clearance under Section 2 of the Forest (Conservation) Act, 1980 for the diversion of 63.44 hectares of land for the construction of the NIT campus in October 2021. The proposal was placed before the Forest Advisory Committee in a meeting on June 13, 2022, which deferred the proposal and sought additional details from the state government. Also Read:Mizoram declared fully literate state under ULLAS initiative 'The state government applied for forest diversion clearance in 2021. By 2023, the government had agreed to deposit ₹20 crore as part of the forest compensation. However, the Forest Advisory Committee (FAC) later revised the amount to ₹1.4 crore after the intervention of Mizoram Chief Minister Lalduhoma, which has now been deposited, clearing the way for construction to resume,' the official statement said. An amount of ₹669.75 crore was sanctioned for the establishment of the permanent NIT Mizoram campus. The Mizoram government is responsible for providing the land for the campus free of cost and free from encumbrances.
Indian Express
04-07-2025
- Politics
- Indian Express
Tripura launches framework to rate schools, CM Manik Saha says ‘it will act as catalyst in education sector'
Chief Minister Dr Manik Saha launched the Tripura School Quality Assessment and Accreditation Framework (TSQAAF) at the Rabindra Shatabarshiki Bhawan in Agartala on Friday. At the launch event, CM Saha said, 'This TSQAAF is a new direction for Tripura. It will act as a catalyst in the education sector.' The chief minister added that a good amount of funds is being invested in the education sector, leading to an overall improvement in the state's education profile. CM Saha also informed that the state government has recently recruited 226 graduate and undergraduate teachers. 'We are recruiting transparently through the Teachers' Recruitment Board of Tripura (TRBT). We shall fill vacancies with qualified teachers,' Saha said. He also reminded the audience that Tripura recently became only the third 'fully literate' state in India under the Understanding Lifelong Learning for All in Society (ULLAS) – Nav Bharat Saksharta Karyakram. 'Tripura became a fully literate state after Mizoram and Goa, with a literacy rate of 95.6 per cent. The pass percentages in Class 10 and 12 have crossed 86 per cent and 79 per cent, respectively. In Vidyajyoti schools, pass percentages in Class 10 and Class 12 have increased by 26 per cent and 21 per cent, respectively, from last year. We expect even better results in the future,' the chief minister said. Saha said that earlier literacy programs were limited to teaching people to sign their names, but the current focus has expanded to reading, writing, basic arithmetic, critical life skills, and vocational skills, among others. 'Education is not just about acquiring formal certificates; it's a vital catalyst for instilling moral values in life,' the CM added. Later in the day, the CM posted on social media, 'Tripura has already taken robust steps to implement the National Education Policy. The School Education Department is working tirelessly to create a healthy, competitive environment, transforming each school into a centre of excellence… 'Just as NAAC (National Assessment and Accreditation Council) accredits higher education institutions based on quality standards, we're launching TSQAAF for schools.'
Indian Express
04-07-2025
- Politics
- Indian Express
How to move mountains
In an age of widening social inequities, a quiet revolution has unfolded in the country's Northeast. Mizoram has become India's first fully literate state under the Centre's ULLAS — New India Literacy Programme. According to the latest data from the Periodic Labour Force Survey, 98.2 per cent of Mizo citizens aged seven and above are now literate — well above the national average of 80.9 per cent, and ahead even of Kerala, long celebrated for its human development achievements. The story behind Mizoram's achievement is not one of top-down technocracy alone. It speaks of a broader, more holistic model of inclusive development that involves patient, community-led work or what Mizos recognise as tlawmngaihna. It is a story of volunteers who braved remote locations and poor connectivity to bring literacy to the last mile, and of individuals who aspired to be more. The result is success in an area where India has long struggled: Adult and functional literacy. Rural literacy in Mizoram stands at 98.1 per cent, while urban areas reach 98.3 per cent, indicating almost no urban-rural divide, an anomaly in a country where the gap often exceeds 15 percentage points. Mizoram ranks high on other important indicators as well. It boasts the third-highest female workforce participation rate in the country. Its sex ratio at birth (975 females per 1,000 males) surpasses the national average (929). It has the lowest infant mortality rate in the Northeast, and one of India's highest school attendance rates at both primary and secondary levels. While size is a defining factor, in India, where development is often equated with urban growth, there is a lesson here for larger and more resource-rich states. Mizoram shows that policy nimbleness is often a function of intent and accountability, that investing in people, trusting local institutions, and building with community at the centre can move mountains. As India looks to a digital, green and global future, the path ahead must concern itself with the dignity and agency of all, including and especially those on the margins.
Indian Express
03-07-2025
- Politics
- Indian Express
India's literacy drive and its fully literate states— All you need to know for UPSC Prelims and Mains
UPSC Issue at a Glance is an initiative by UPSC Essentials aimed at streamlining your preparation for the prelims and mains examinations by focusing on current issues making headlines. Every Thursday, cover a new topic in a lucid way. This week, we explain to you the status of literacy in India in light of recent developments and the government's educational policies and associated challenges. Let's get started. If you missed the previous UPSC Issue at a Glance | 50 Years of Emergency: From causes to constitutional implications from the Indian Express, read it here. Tripura attained the 'full literacy' tag, with a literacy rate of 95.6 per cent, Chief Minister Manik Saha announced on June 23rd, citing data from Understanding Lifelong Learning for All in Society (ULLAS) – Nav Bharat Saksharta Karyakram. Earlier, Mizoram and Goa also declared themselves to be 'fully literate' states under ULLAS. In this context, let's understand how states get the 'fully literate' tag and government policies related to education and associated issues. (Relevance: UPSC Syllabus General Studies-I, II: Social issues, government policies and interventions, issues relating to the development and management of the social sector/services relating to education. Questions on social issues and associated topics have become extremely important, as they are being asked not only in General Studies I or II but also as essay topics and in ethics theory and case studies. Thus, covering the topic of literacy in India in light of recent developments becomes highly relevant.) India's literacy rate was only 14% at the time of independence, which has increased over the years as more people have received better education. Statista indicates that the country achieved an approximately 76.32 per cent literacy rate in 2022; however, data still falls short of being comprehensive, as there are significant disparities in literacy rates across different states. The total literacy rate of India, including all individuals (men and women), aged 7 and above, from rural and urban populations, accounts for 80.9% in the period 2023-24. Among the states and UTs, Mizoram has the highest literacy rate in India. It was ranked as the third most literate state in India, with a 91.33% literacy rate according to the 2011 Census. Mizoram has recently achieved 98.2%, according to the government statement. Contrastingly, Andhra Pradesh and Bihar recorded the lowest literacy rates in India, standing at 72.6% and 74.3%, respectively, for both urban and rural populations, according to the Periodic Labour Force Survey 2023-24 MoSPI survey. Tripura attained the 'full literacy' tag, with a literacy rate of 95.6 per cent, Goa's literacy rate was 99.72%, and Mizoram's stood at 98.2%. These states followed Ladakh, which was the first in the country to have declared itself 'fully literate' in June last year, having 'achieved more than 97% literacy'. This raises a pertinent question: What qualifies a state to be declared 'fully literate' in the Indian context? Notably, the Ministry of Education wrote to the states in August last year, defining 'literacy' and '100% literacy' for ULLAS. Literacy was defined as 'the ability to read, write, and compute with comprehension, i.e., to identify, understand, interpret and create, along with critical life skills such as digital literacy, financial literacy, etc.' It added that achieving 95% literacy in a state/UT may be considered equivalent to being fully literate. The communication also referred to the National Education Policy 2020, which calls for government initiatives for adult education to 'expedite the all-important aim of achieving 100% literacy'. It mentioned the UN Sustainable Development Goals, which include ensuring that 'all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy' by 2030. States were urged to strive towards this goal. Tripura, Goa, Mizoram, and Ladakh have said they surpassed the 95% literacy mark. ULLAS – Nav Bharat Saaksharta Karyakram or New India Literacy Programme (NILP) is a centrally sponsored scheme implemented from 2022-2027. It aims to equip 5 crore 'non-literate individuals' over the age of 15 across the country with foundational literacy and numeracy skills, which means basic reading and writing and simple arithmetic learnt in primary classes. The teaching material is also meant to impart 'critical life skills' like financial and digital literacy. The scheme aligns with the recommendations of the National Education Policy (NEP) 2020. It is based on the spirit of Kartvya Bodh and is being implemented on volunteerism. It consists of five components: (i) Foundational Literacy and Numeracy, (ii) Critical Life Skills, (iii) Basic Education, (iv) Vocational Skills, and (v) Continuing Education. Working with schools and officials, states and Union Territories have identified people who need such education through door-to-door surveys. They are then taught by registered volunteers – school students, students from higher education and teacher education institutions, and community members. The NCERT has developed the learning material, and the states have done it in their local languages. A mobile app is available for teaching and learning, but it can also be done offline. Notably, ULLAS is the latest of the adult literacy programmes rolled out by the Indian government since the 1950s. This includes programmes targeting farmers and women in the 1960s and '70s, and a country-wide programme called the National Adult Education Programme for the 15-35 age group. Then came the National Literacy Mission from 1988 to 2009 for this bracket. The government launched the 'Saakshar Bharat' (Literate India) scheme in 2009, and it ran until 2018. It equipped those aged 15 and above with functional literacy and was also linked to opportunities for skill development and further education. ULLAS also includes these goals. India has implemented several education policies and initiatives over the years to increase its literacy rate and improve the quality of education. These initiatives have aimed to address issues such as access to education, quality of education, and the reduction of educational disparities. Some of the key policy measures are: 📌Right to Education (RTE) Act: Enacted in 2009, the RTE Act is a landmark legislation that makes education a fundamental right for children aged 6 to 14 years. It mandates free and compulsory education, establishes minimum standards for schools, and prohibits practices like discrimination and corporal punishment. The act aims to ensure equitable access to quality education for all children. 📌National Education Policy 2020: NEP 2020 is a transformative blueprint for educational reform. It emphasizes foundational literacy and numeracy, promotes multilingualism, integrates vocational education, and fosters technology-enabled learning. With a focus on holistic development, the policy aims to equip students with 21st-century skills. It also advocates teacher training and professional development. By addressing challenges and introducing innovative approaches, the NEP 2020 strives to elevate India's education system to new heights. Whether it will succeed or not, only time will tell. 📌Samagra Shiksha Abhiyan: The Ministry of Education's Samagra Shiksha Abhiyan is a comprehensive school education program. It combines three Centrally Sponsored Schemes (CSS): Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE), all of which seek to provide equitable quality school education from pre-school to senior secondary level in India, as well as support for teacher training and system strengthening. The fund-sharing ratio between the Centre and the states (excluding Northeastern states) is 60:40. 📌PM SHRI (PM Schools for Rising India): It is an initiative run by the Union Ministry of School Education and Literacy. It intends to improve 14,500 schools to 'showcase' the NEP, 2020, and be 'exemplars' for other schools in their region. The scheme is for existing elementary, secondary, and senior secondary schools run by the central government and state and local governments around the country. 📌Digital India and E-learning Initiatives: In recent years, the Digital India campaign has aimed to leverage technology for educational transformation. Initiatives like DIKSHA (Digital Infrastructure for Knowledge Sharing) provide digital content and resources to teachers and students. The move towards e-learning and digital classrooms has been accelerated to bridge gaps in access to quality education, especially in remote areas. 📌Beti Bachao, Beti Padhao: This initiative aims to promote the education of the girl child and address gender disparities in education. By raising awareness about the importance of girls' education and providing incentives, it seeks to create a more inclusive and equitable educational environment. These initiatives reflect India's commitment to improving literacy rates and educational quality across the country. While challenges remain, these policies signify a concerted effort to provide accessible, equitable, and quality education to all citizens, thereby contributing to the nation's socio-economic development. Annual Status of Education Report (Rural) — According to the report, the basic reading levels for Class 3 children enrolled in government schools have been the highest since the survey began 20 years ago. — Reading level: The number of Class 3 children who can read a Class 2 textbook in government schools stands at 23.4%, up from 16.3% in 2022 and 20.9% in the pre-pandemic year of 2018. — Overall reading levels, across both government and private schools, too improved from 20.5% in 2022 to 27.1% in 2024, almost touching the pre-pandemic level of 27.3%. — Arithmetic levels, too, improved across both government and private schools. The percentage of Class 5 students who can read a Class 2 textbook has gone up from 42.8% in 2022 to 48.7% in 2024. — In line with the NEP's focus on providing early childhood care and education to all children before Class 1, the percentage of children aged between 3 and 5 who enrolled in some form of pre-school rose in 2024 over 2018 and 2022. India's educational programmes have witnessed notable progress, marked by rising literacy rates, improved enrolment, expanded infrastructure, technological advancements, and policy innovations However, it is also important to evaluate these initiatives in the context of obstacles they encounter. Some of the major challenges are: 1. Equity and Inclusion: Disparities persist based on socio-economic status, gender, and caste. Not all social groups have equal access to the expanding educational opportunities in India. Various marginalized communities often have limited access to quality education. 2. Disparities in Quality: Despite increased enrollment, ensuring quality education remains a challenge. Disparities exist between urban and rural areas, private and public schools, and among states. 3. Dropout Rates: Despite efforts, dropout rates at various educational levels remain high due to factors like poverty, child labor and lack of infrastructure. 4. Teacher Quality: The quality of education is heavily dependent on well-trained and motivated teachers. However, teacher shortages, uneven qualifications, and inadequate training persist. 5. Administrative Challenges: Bureaucratic red tape slows down policy implementation, hindering the effectiveness of educational programs. In conclusion, though, India's educational programmes have made progress in expanding access and introducing innovative policies, challenges related to equity, quality, teacher training, and curriculum need attention. Addressing these hurdles requires a multi-faceted approach that combines policy reforms, investments in infrastructure, teacher development, and a commitment to holistic education that nurtures critical thinking and practical skills. Prelims (1) Which of the following provisions of the Constitution does India have a bearing on Education? (UPSC CSE 2012) 1. Directive Principles of State Policy 2. Rural and Urban Local Bodies 3. Fifth Schedule 4. Sixth Schedule 5. Seventh Schedule Select the correct answer using the codes given below: (a) 1 and 2 only (b) 3, 4 and 5 only (c) 1, 2 and 5 only (d) 1, 2, 3, 4 and 5 (2) Consider the following statements with reference to the ULLAS initiative: 1. It is a centrally sponsored scheme implemented from 2022-2027. 2. It is being implemented on volunteerism. Which of the statements given above is/are correct? (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 (3) With reference to the PM SHRI scheme, consider the following statements: 1. It is a scheme under the Union Ministry of School Education and Literacy. 2. It is a Centrally Sponsored Scheme. 3. It aims to transform only the primary schools and not higher secondary schools. Which of the statements given above is/are correct? (a) 1 and 2 only (b) 2 only (c) 2 and 3 only (d) 1, 2 and 3 (4) Which among the following are the components of ULLAS scheme: 1. Critical Life Skills 2. Basic Education 3. Vocational Skills 4. Foundational Literacy and Numeracy Select the correct answer using the codes given below: (a) 1, 2 and 3 only (b) 2, 3 and 4 only (c) 1, 3 and 4 only (d) 1, 2, 3 and 4 Mains How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate on your answer. ( UPSC CSE 2020) (Sources: Tripura is now a fully literate state, says CM Manik Saha, Top 10 Indian states/UTs with highest and lowest literacy rates: Mizoram becomes 1st 'fully literate' state, UPSC Essentials | Society and Social Justice — Literacy and associated issues (Part 3), Annual Status of Education Report (Rural) ALSO READ UPSC Essentials | Society & Social Justice : Literacy and associated issues (Part 1) UPSC Essentials | Society & Social Justice : Literacy and associated issues (Part 3) Subscribe to our UPSC newsletter. Stay updated with the latest UPSC articles by joining our Telegram channel – Indian Express UPSC Hub, and follow us on Instagram and X. 🚨 Click Here to read the UPSC Essentials magazine for June 2025. Share your views and suggestions in the comment box or at Roshni Yadav is a Deputy Copy Editor with The Indian Express. She is an alumna of the University of Delhi and Jawaharlal Nehru University, where she pursued her graduation and post-graduation in Political Science. She has over five years of work experience in ed-tech and media. At The Indian Express, she writes for the UPSC section. Her interests lie in national and international affairs, governance, economy, and social issues. You can contact her via email: ... Read More
Indian Express
03-07-2025
- General
- Indian Express
Saturday classes, home lessons: Mizoram road to ‘first fully literate state'
The low benches in the school with a faded turquoise roof atop a hill in Tinghmun, a village that school teacher Robert Lalditsak says lies 'in a corner of Mizoram', were made for children aged 10 years and younger. On a sunny morning, five middle-aged villagers sat clapping on these very benches as Laltinkimi, 54, stepped up to the blackboard. The headmaster murmuring words of encouragement in Mizo, she wrote her name in big spidery letters before turning around to beam at others. What may seem like a modest achievement is one that she arrived at after months of classes — either before or after her long hours at the jhum (shifting cultivation farm). 'I didn't know how to read or write at all. Though it was difficult to learn at my age, I tried my best. I practised at home when I could,' she says. Laltinkimi and 16 others from her village are among Mizoram's 425 'neo-literates', mostly adult learners from across the state who passed a Foundational Literacy and Numeracy Test (FNALT) over the past year. Thanks to them, the state has now become India's 'first fully literate state' under the Centre's ULLAS programme, officially called the Nav Bharat Saksharta Karyakram or the New India Literacy Programme. The literacy rate in Mizoram now stands at 98.2%. According to the Ministry of Education's 2024 definition, a state can be called 'fully literate' if it achieves 95% literacy. Kerala's literacy claim The ULLAS programme, which has a five-year timeline aimed at non-literate people aged 15 years and above, was first implemented across the country in 2022. However, there are competing claims on which state became 'fully literate' first based on different datasets. Kerala achieved 'total literacy' in 1991 as per the National Literacy Mission (NLM) norms, which required 90% of a state's population aged between 15 and 35 years to be literate. Kerala had claimed that 90% of its population aged between 15 and 60 years was literate back then. Other datasets backed Kerala's claim. According to the 2011 Census, literacy in Kerala was 93.91% and 91.58% in Mizoram. Under the 'Household Social Consumption: Education' survey, a part of the National Sample Survey from July 2017 to June 2018, literacy among those aged 7 years and above in Kerala was 96.2%. This survey did not have data on Mizoram. However, according to the Periodic Labour Force Survey's annual report from July 2023 to June 2024, Mizoram's literacy rate for those aged 7 years and above was 98.2%, while Kerala's stood at 95.3%. Lijo George, Assistant Director, Kerala State Literacy Mission, says, 'Going by the total literacy definition of above 95%, Kerala is already fully literate. Under ULLAS, we aim to achieve 100% literacy by 2027 (end of programme period). We have identified 92,000 non-literates in the state and the core target is migrant workers.' Race to achieve full literacy Since Chief Minister Lalduhoma declared Mizoram as India's 'first fully literate state' recently, Andrew Lalrintluanga, Deputy Project Director, Mizoram Samagra Shiksha, the nodal agency for the programme, finds himself answering the same question repeatedly: 'Why were the final number of people who crossed this threshold so small, just a few hundred?' Calling Mizoram's ULLAS milestone as the 'last sprint', Lalrintluanga says it was achieved 'after decades of work on literacy'. Mizoram's literacy journey has, in fact, been something of a race. Writing in the Mizo language itself has a history of less than two centuries since languages used by these tribes did not historically have a script. It was only in 1894 that English Baptist missionaries J H Lorrain and F W Savidge codified the Mizo alphabet in the Roman script. Academic Laltluangliana Khiangte has written about how, along with language primers, the missionaries also prepared textbooks for elementary schools and Mizo translations of Christian literature. These would have been the first steps towards literacy among the Mizo people. On what helped Mizoram achieve its latest literacy milestone, Lalbiakdiki Hnamte, Professor, Education, Mizoram University, credits 'volunteerism and community participation'. She says, 'We have seen many literacy programmes — from 'Operation Blackboard' to 'Each One Teach One'. After the state began collaborating with YMA (Young Mizo Association, the biggest organisation here) for implementing government programmes, everything became easier. Everyone is a member of YMA and they have branches in all villages. YMA conveys all programme information to their branches, identifies volunteers and ensures the volunteers work in mission mode,' she says. This 'spirit of volunteerism', she says, has helped Mizoram's literacy rates grow from 0.92% in 1901 and 53.79% in the 1971 Census — fourth highest in India at the time — to 91.33% in the 2011 Census — third highest in the country. 'We are a very close-knit society. Everyone knows everyone. People always quickly fall behind what the village chief says. Even in the case of Christianity, once the chiefs converted, everyone followed quickly and the universalisation of Christianity in the community took place in a short span of time,' she adds. The Tinghmun story The spirit of 'community participation' that Prof Hnamte mentioned had a role to play after the launch of the ULLAS programme in 2022 in Mizoram. In August 2023, the Samagra Shiksha, Mizoram, launched surveys in the state's 11 districts to identify non-literate people aged 15 years and above. Of the 3,026 such people, 1,843 emerged as 'potential learners'. The survey revealed a sizable cluster of non-literate people in Tinghmun village. Located in the far north-east end of the state, Tinghmun lies close to Mizoram's border with Manipur's Pherzawl district. Having a population of around 1,600, its residents blame its remote location and lack of connectivity for its sizable non-literate population. The road till the nearest large village, Upper Sakawrdai, is still a rutted one. But, the villagers say, it did not exist at all till 2009. 'We would walk 10 km on a hilly track to reach Upper Sakawrdai. That was our sole connection to the rest of Mizoram,' says teacher Lalditsak. After the survey for ULLAS was launched, Malsawmthanga, 42, the principal of the government-aided Tinghmun Primary School-II, and three of his friends went from house to house to map non-literates. Malsawmthanga says 23 persons finally emerged as 'potential learners' from the village. 'The number of identified non-literates was higher but I couldn't convince everyone to learn. Some could not manage it because of their farms, while others were ashamed to learn at their age. But I encouraged them, telling them that they would finally be able to read the Bible,' he says. Not all non-literates in Tinghmun needed convincing. One such 'potential learner' was Laldawnsang, 60. 'My parents separated when I was young. We were poor and I was the second oldest among my siblings. Instead of school, I started working on a farm and never stopped. I was excited to receive sir's (Malsawmthanga) call to learn at this age,' he says. After the survey, like teachers across the state, Malsawmthanga started teaching potential learners in Tinghmun. Over the course of six months, he taught 23 of them, most over 35 years old, using the Mizo language primer prepared by the State Council of Educational Research and Training (SCERT), which develops curriculum for children and support materials for teachers. Malsawmthanga says the classes took place as per the schedules of the teachers and students. 'Sometimes, I would teach for an hour or just 20 minutes. I would call them (the adult learners) to school on Saturday (a school holiday). A few times a week, I would go to one of their homes and call some of them there,' he says. His student Laldawnsang says his children help him study now. 'I still can't type on the phone, but I can write my name now,' he says. Seventeen of Malsawmthanga's 23 students wrote the March 2024 foundational test and were among the state's first phase of 320 'neo-literates' under this programme. Results show that most of these 'neo-literates' are women — 237 of the 320 students. Of Malsawmthanga's 17 learners who passed, 11 are women. Lalsiamtlingi, 47, another learner, says she attended classes around her farm hours, from 9 am to 4 pm. 'It was really tiring at times, but I was determined to learn,' she says. The medium problem Just like the non-literate cluster in Tinghmun, the survey revealed another big group in the state's Lunglei, Lawngtlai and Mamit districts. In fact, the biggest such clusters lay in these districts, located in the state's western belt. Dominated by minority communities like the Chakmas, Brus and Lai, these districts accounted for 72% of the 'potential learners' identified during the survey in Mizoram. Samagra Shiksha Abhiyan (SSA) officials say the numbers were particularly high among the Chakmas. A minority Buddhist tribal community that has long alleged systemic discrimination within Mizoram, the Chakmas are the second largest community in the state. After the first phase of foundational tests was cleared by 320 people in the Mizo language, the Chakma learners demanded English learning material. 'But the Chakma people don't speak or understand Mizo. Our existing study material was in Mizo. Foundational literacy is better learnt in one's mother tongue, so I had doubts about them doing these lessons and the test in English,' says M Vanhlamawii, Assistant Programme Officer, SSA, Lawngtlai. At this, the SCERT's State Centre for Literacy started work on a new primer and worksheets in English. Classes were conducted with this revised material for these tribes. In January 2025, 105 Chakmas sat for the foundational literacy test — this time in English — and passed. They too were accounted for among the state's 425 'neo-literates'. Vanhlamawii, however, says, a lot more remains to be done. She says she has informed senior officials in Aizawl that learning material in the learners' own language 'will help them learn faster'. Her observation becomes relevant in light of the fact that while the Chakma language — not officially recognised by the state — is taught as a subject till Class 8 in schools under the Chakma Autonomous District Council (CADC), the medium of instruction in primary and middle schools under the council remains English. Meanwhile, even as the state is celebrating the milestone of 'full literacy, its teachers are grappling with challenges in other key education indices, especially where their students stand with respect to those from other states. 'Our students do well in their own schools but the outcome is different when this changes. There is too much emphasis on rote learning. Mizoram is always at the bottom when it comes to the National Achievement Survey (NAS, a national-level assessment to ascertain the students' learning achievement). Our students don't do very well in NEET, JEE. The last time someone from Mizoram cleared UPSC was over a decade ago,' says Professor Hnamte, who is also the chairperson of an Education Reforms Committee formed in Mizoram last year to address these issues. Some of the committee's planned reforms, she says, include conducting random tests in selected schools in line with the NAS assessment to see where the state is going wrong. 'We are also analysing our Class 12 science textbooks in comparison with NCERT textbooks to check for gaps. One of my research scholars is analysing our board's question papers spanning five years against the NEET exam question papers. Assessment is just one aspect. We are trying to see how we can revamp the whole system. Literacy is just a starting point,' she says.
