Editor,
I wish to draw attention to an issue that deserves urgent public discussion in Arunachal Pradesh – the widening performance gap between private and government schools.
It is increasingly observed that private schools in our state often perform better than government schools in terms of academic results, quality of education, student discipline, and overall learning environment. In board examinations, competitive entrance tests, and co-curricular achievements, students from private institutions frequently outperform their counterparts from government schools.
This situation raises a serious and uncomfortable question.
Government school teachers are selected through competitive recruitment examinations conducted by recognised agencies. In theory, the most qualified and meritorious candidates are appointed. Yet, in practice, the outcomes in many government schools remain disappointing. Ironically, many teachers who secured government posts through these rigorous selection processes choose to enrol their own sons and daughters in private schools – some of which employ teachers who may not have even cleared government recruitment examinations.
Why does this contradiction exist? Is the recruitment system truly identifying the most suitable and effective teachers? Or are there deeper systemic issues that undermine performance in government schools?
Several factors may contribute:
- Lack of accountability: In many government schools, job security is high, but performance monitoring is weak. Without regular evaluation linked to measurable outcomes, motivation may decline.
- Administrative burden: Government teachers are often assigned non-academic duties – election work, surveys, census tasks – which reduce classroom focus.
- Monitoring and supervision gaps: In remote areas especially, inspection mechanisms may not function consistently.
- School environment and leadership: Effective school management, discipline, and parental engagement often distinguish private institutions.
- Community trust deficit: When even government teachers lack confidence in the system by preferring private schools for their children, public trust further erodes.
It would be simplistic and unfair to blame individual teachers alone. Many government teachers are sincere and dedicated, working under difficult circumstances. However, systemic reform is necessary.
If the ‘best candidates’ are truly being selected, then why are outcomes not reflecting that excellence? Perhaps recruitment examinations test theoretical knowledge but not classroom effectiveness, communication skills, commitment, or accountability.
This issue is not about public versus private rivalry. It is about the future of our children and the credibility of our education system.
Government schools are meant to be pillars of equality, providing quality education to children from all backgrounds. If they continue to lag behind, social inequality will widen further.
It is time for transparent performance audits of schools; stronger academic monitoring mechanisms; leadership training for headmasters; community-based school oversight committees; linking teacher appraisal to measurable academic and behavioural outcomes; and reducing non-teaching administrative burdens.
Most importantly, we must ask: Can we build a system where government school teachers proudly educate their own children in the same institutions where they serve?
Education reform in Arunachal must move beyond recruitment statistics and focus on real classroom impact.
I hope this letter encourages policymakers, educators, and citizens to reflect deeply and initiate meaningful reform.
Ejum Riram,
A Sector,
Naharlagun