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Under the Government managed institutions, there are 11 High Schools, 50 Middle Schools, and 108 Primary Schools and one Government college in the district. These institutions are well spread over rural, urban and semi-urban areas of the district, except the Zisaji presidency college which is a degree college and is located in the KiphireHq. The different stages of schooling from primary to High School levels are clearly demarcated with separate establishments. In the private sector, all the different stages from primary to High School level are contained in the same establishment. Only two institutions.i.e Loyola Higher Secondary School (Private) and Zisaji Presidency College (Under Higher Education Department)  offer Higher Secondary Level education. There is one JawarharNavodayaVidyalaya (JNV) which offers courses up-to high school.


Over the recent past, the growth of educational institutions in the district has made access to educational facilities easier for the people in both rural and urban regions. Free education up-to elementary level is provided in all the Govt institutions. Under the SSA, the NRBC and RBC programs are implemented that reach out to ‘never enrolled’ children between 6- 10 years and ‘drop out students’ between 11-14 years of age respectively. To bridge up the gap between the male and female elementary schooling, Kasturba Gandhi BalikaVidyalaya (KGBV) was established under Pungro EBRC where female literacy rate was found to be only 35.86% and was declared as a Educationally backward Block (EBB) in the year 2010. The KGVB centre is a residential facility managed by “Isa Multi Purpose Society”, an NGO. Normal courses from class VI to class VIII are offered and during the current academic year students in the age group of 11 to 14 years have been enrolled. The centre also imparts vocational and life skills trainings, conducts cultural activities and health check-ups from time to time.

Government initiatives through the intervention of national flagship programs such as the SSA have contributed much in improving the education scenario in the district. Better and friendlier school buildings were constructed with proper gender sensitive toilet and water supply and provisions of fire extinguishers and escape routes in time of fire hazards.  Computer aided learning is being promoted through the  SSA scheme and  every Middle school  was provided with 3 computer sets, 3 computer tables, 9 chairs and a generator. Three High Schools namely Yangphi, Amahator and Longmatra are under construction through the RMSA scheme.
Children from poor families with special needs are given assistance under the special CWSN (Children with Special Needs ) schemes such as free Hearing Aids; spectacles; wheel chairs and crutches. Teachers are trained in the new pedagogy of teaching and learning process and innovative practices of encouraging students to enroll and efforts to retain them in the schools are attracting increasing number of children to join school. Besides academic development, professionalism in sports is being promoted in the district through Government intervention and initiative The introduction of archery and Taek-won-do as part of the school program is a case in point here. Archery in Kiphire District is also trying its best to be professional. GMS Salumi and GMS Sitimi Town have been declared as Archery Academies and won the 3rd position in the State Level competition in 2012.

The linkage between economic capability and access to education and self improvement shows up most tangibly among the poor and the rural people. However, many students from the district are unable to secure financial assistance under various scholarship schemes from the Government. As shown in fig 7.2 majority of the respondents of the survey indicated that they had not benefitted from Government scholarship programs.Some of the reasons for the lack of access to such assistance is due to poor performance and lack of the requisite qualifying marks and to some extent because of the cumbersome procedural formalities involved.


As per the 2013 District Information System for Education (DISE) records, the total number of students from class I to class VIII enrolled both in Govt and private Schools are 28,072. Data from the DISE indicates the number of girl students enrolled in Govt schools exceeds the enrolment of boy students. Such a trend is clearly visible in the general preference of the people to enrol boys in private schools while girls are sent to Govt schools as shown in figure 7.4 and 7.5. Though the margin of difference is not very high, it is still significant from a gender perspective for the reason that it is indicative of the inclination of parents to spend more on sons’ education than that of the daughters’The enrolment trends also show that more students are enrolled in the private than in Government schools.The performance of the students in the two major examinations i.e High School Leaving Certificate (HSLC) and the Higher Secondary School Leaving Certificate (HSSLC) has remained consistently poor at 40% and below  for the last five years. It is further noted that the performance of private schools in the aforementioned examinations are better than the performance of the Government schools.
            In the context of such a situation, the pertinent questions that demands attention pertains to why the Government schools are performing less qualitatively and address the existing gaps so that not only free education but also quality education can be delivered to all. Such an exercise would be crucial to ensure that equal access to quality education is ensured irrespective of gender, economic status in both urban and rural areas of the district.

The teaching- learning process of the education system involves equal participation of the teachers, students and the parents. In view of this, the DHDR Sample Survey 2013 conducted among the parents to assess their views and participation throws light on their involvement in the teaching-learning processes of the schools in their locality. Contrary to the level of satisfaction with the quality of education expressed as shown in fig. 7.8, they also expressed that children are finding difficulties in learning all the major subjects being taught in the school (Fig.7.9). That there exists a gap in the system is evident when we view such data in the backdrop of the student’s performance in the High School and Higher Secondary level in which the pass percentage has been below 40% for the last five years consistently.