How do Naga people view the value of an educational institution? When it comes to science education in a school, the rates of HSLC and HSSLC exam results are more important. Similarly, the number of toppers is the primary criteria for determining the quality of education provided by a college or university. There is little discussion of its faculty and students’ extraordinary scientific achievements, as evidenced by international peer recognition, inventions, and innovations. As a result, meritorious students in elite schools are identified as potential achievers early on and are given special tutorials to prepare them for competitive examinations to professional courses.
Almost all students who want to pursue science in their Higher Secondary levels join Coaching Centres by class IX (sometimes as early as VII or VIII) or go for private tuitions, to crack the Entrance Exams and get into one of the prestigious IITs or medical colleges. Those who did not get into the desired engineering or medical schools study bachelor’s degree. The majority of bright young boys and girls, as well as their families and teachers, consider joining a world-class Institution of National Importance (INI) like IISc or IISER to be a second-best option. This is because they were never taught about the honour of being recognized as a brilliant scientist. Or maybe want to win the Nobel Prize one day!
In their formative years, students are conditioned to value education only as a means of obtaining a dream job with ‘never heard of’ pay packages. There is nothing wrong with aspiring to a well-paid job, as improving one’s employability is one of the primary goals of education. But first, we need mentors to introduce their students to the wonderful world of science, whet their appetite for learning, encourage experiments to explore the unknown, and broaden their knowledge, which should be the primary goal of education. Unfortunately, the best scientific minds especially at the high school level rarely pursue a career in science education.
Generally, schoolchildren and college students are ‘taught’ by their teachers to succeed at various levels of examination, rather than mentored for a career in science. Given that good schools and colleges are only available to a small percentage of students, the vast majority of them receive their education from the most mediocre teachers who have little or no interest in science. Students in the majority of stand-alone colleges have little or no opportunity for experimentation or trying something new. As a result, on the one hand, the state is losing on scientific excellence, while on the other hand, those with degrees from subpar colleges or universities are deemed unfit for science-related employment. And the fact that the state, as well as the country, is currently experiencing the highest level of unemployment aggravates the situation.