The State Council of Educational Research and Training (SCERT), Nagaland, in collaboration with PARAKH, organized a one-day workshop on the Post-PARAKH Rashtriya Sarvekshan (PRS) 2024 Dissemination at SIEMAT Hall, SCERT, Kohima, on 19th September 2025.
Addressing the workshop, Additional Director of SCERT Nagaland, T. Lima Longkumer, emphasized that education is the foundation of progress. He noted that the survey report offers valuable insights into students’ learning levels, teaching practices, school environments, and the challenges shaping the future of children. The survey assessed students of Grades 3, 6, and 9 in language, mathematics, science, and social sciences, while also examining teacher preparedness, school infrastructure, and community participation.
Longkumer highlighted that the findings reflect both strengths and areas needing improvement. While students showed encouraging performance in language and certain social science competencies, learning gaps persist in mathematics and science, particularly at the middle stage. The report also stresses the need for stronger skill education, enhanced teacher professional development, greater integration of technology, inclusive education practices, and safe, supportive school environments.
He underscored that the survey findings are not mere statistics but a call to action, reminding stakeholders of their shared responsibility to ensure quality education for every child in Nagaland. He also acknowledged the tireless efforts of teachers, master trainers, school leaders, officials, and community stakeholders who made the survey possible. Longkumer urged that the survey insights be translated into concrete actions to bridge learning gaps and strengthen the education system, aligning with the vision of the National Education Policy 2020 for an inclusive, equitable, and competency-based education system.
Prof. Indrani Bhaduri, Head and CEO of PARAKH, NCERT, in her keynote address, described the PARAKH Rashtriya Sarvekshan as a robust national survey designed to generate evidence on students’ learning competencies aligned with NEP 2020 standards. She explained that PRS goes beyond national and state averages, offering granular district-level data to help states prepare targeted District Action Plans within the Competency-Based Assessment Framework, implemented through the Holistic Progress Card.
She highlighted that the survey, conducted for Grades 3, 6, and 9, is complemented by contextual data from student, teacher, and school questionnaires, resulting in a comprehensive dashboard of indicators. These include district-level performance, intra-district variations, and links between learning outcomes and factors such as teacher preparedness, instructional practices, resources, and student engagement. The findings uncover learning gaps and disparities across districts and subgroups, helping states identify areas that require greater support.
Prof. Bhaduri emphasized that PRS establishes a baseline for monitoring progress in future cycles and ensures that evidence translates into actionable interventions at the grassroots level. She urged states to use these insights for equitable resource allocation, focused remediation strategies, and district-specific interventions, thereby enhancing both equity and quality in school education across India.
Concluding her address, Prof. Bhaduri noted that PRS represents a transformative shift in how learning is assessed and improved at both classroom and system levels, promising equitable and high-quality learning outcomes nationwide. She extended her best wishes to all states in implementing post-PRS state- and district-level educational plans with commitment and vision.
