'Comfort-loving new gen teachers ruining schools'

[caption id="attachment_253173" align="aligncenter" width="500"] Wonthungo Tsopoe addresses teachers during a training programme, on June 6 in Kohima.[/caption] Our correspondent Kohima, June 6 (EMN): The “new generation teachers” preferring to be in their “comfort zone” by remaining in their district headquarters is one of “biggest hiccups” in the way of education in Nagaland, a high ranking education officer has said. This is one among various challenges being faced by government schools in Nagaland, and one that's 'ruining' the educational system, the official said. The director of School Education, Wonthungo Tsopoe said "Locals are highly qualified but don’t want to work in the rural posting places.’ “This has ruined the system of education,” he added. The officer was speaking during the inaugural programme of a three-day training programme for science and mathematics teachers, on June 6 at the directorate. The programme was organised by the department of School Education in partnership with Ramietech Solutions, and funded by the North Eastern Council. Meanwhile, non-local teachers have to replace local teachers in rural areas. Unlike the 'local teachers,' they serve in the most remote places and “faithfully” remain wherever they are posted, he said in comparison. Director Tsopoe lamented the level of the "new generation" teachers’ commitment. “How many teachers enter services with commitment and passion or by default? It’s you all—teachers—to give the answers,” he reminded. He said that the elderly i.e., the retired or retiring teachers were less educated yet, they were “more committed” and does the “right things.” Apart from being responsible teachers, they also served as deacons or leaders in the respective village, he said. Therefore, being a teacher is not just ‘one part’ but should be ‘multi-faceted.’ However, in most of the government schools, elderly teachers are retiring and are replaced by academically qualified "new generation" teachers, he added. He urged them to introspect whether one is “rightfully placed,” requesting them to rededicate to their services. Private schools are functioning well, because unless they work they will not be paid. But, “We (government schools) are very much lacking in this,” the officer lamented. Calling education the “hub and nurse centre of any society,” he reminded that education plays a pivotal role in every society to be vibrant and dynamic. Unlike the early days, there is a “large number of private players in education.” One big factor here is the “educational business entrepreneurs,” he said. However, students coming from the marginalised sections cannot afford education in private institutions. Therefore, teachers ought to understand and go extra mile to make the students competent, Tsopoe said. 'In most cases, the rural areas consist of “first generation students.” These students need to be nurtured properly. Students of these areas are faced with lack of motivation, and parental support, low level of aspiration, difficulties in adjusting with peers, and language problems,' he said. As teachers, the officer said, they need to motivate and guide them by creating effective leadership, creating assessment indicators including active participation and make interactive environments among faculty-students and students and their peers, he said. The officer felt teaching is no less an ‘interpersonal activity’ involving a process of change in learners. Another problem the education director pointed out was that the government schools in the state face ‘managerial and administrative problems.’ For instance, controlling officers may be irregular, maybe even less effective even if they are around. In such cases students are left at the mercy of the teachers, the director said. ‘Teachers have to play extra role in moulding and shaping the students,’ Tsopoe added. Over 200 teachers based in Kohima district registered for the training on the first day. Teachers from other districts will join in the following days.