At a time when India’s education system is undergoing its most ambitious overhaul in decades, private schools in Nagaland have stepped into the debate, calling for greater autonomy and warning that reform cannot succeed under rigid controls and an exam-driven mindset.
In a statement issued today, the All-Nagaland Private Schools’ Association (ANPSA) said the National Education Policy has placed education at a “critical turning point,” demanding a shift from rote memorisation to skill-based, life-oriented learning.
But it argued that such a transformation will remain theoretical unless schools are trusted with the freedom to innovate.
For this transition to be effective particularly in regions like Nagaland, schools must be allowed the freedom to innovate and adapt learning to real-world needs, it asserted.
Highlighting the role of private schools, the association informed that many institutions in the state have already introduced concept-based learning, vocational exposure, sports, projects and experiential activities, often without external funding.
Such initiatives, it stated, help students move beyond memorization and become “life-ready” rather than merely “exam-ready.”
The intervention comes amid growing scrutiny of private institutions over fees, regulation and accountability, and signals a broader debate over who controls the future of education in the state.
ANPSA maintained that many private schools have already moved beyond conventional classroom models, introducing concept-based teaching, vocational exposure, sports, project work and experiential learning, often without external funding support. These efforts, it said, are aimed at preparing students to be “life-ready” rather than merely “exam-ready.”
The association placed particular emphasis on vocational education, noting that skills such as entrepreneurship, communication and problem-solving are increasingly relevant in the Northeast, where self-employment forms a significant part of the economic landscape. Vocational learning, it argued, should complement academic subjects, with flexibility for schools to tailor programs to local realities.
At the same time, ANPSA took aim at what it described as an excessive obsession with board examination results. Marks alone, it said, cannot measure a child’s overall development. Activities such as sports, music, art and public speaking, though often unexamined, play a crucial role in building confidence, discipline and resilience.
On the contentious issue of fees, the association defended the cost structure of private education, stating that quality schooling entails real expenditure on infrastructure, teacher training, laboratories, digital tools and safe learning environments. Education, it said, should be seen as a long-term investment rather than a recurring expense.
The statement also expressed concern over disruptions to academic environments, cautioning that protests, media confrontations and disturbances, particularly during examination periods, can heighten student anxiety and undermine learning outcomes. It appealed for restraint and constructive dialogue among parents, school managements and civil society groups, arguing that education functions best when grounded in mutual trust and shared responsibility.
Reiterating that the ultimate goal is the holistic growth of children, ANPSA called for collective support to ensure that schools in Nagaland remain spaces of stability and innovation, even as the contours of reform continue to evolve.