Abstract"This paper deals about the education system of Manipur and deals with the crucial relationship which creates inequalities in educational development between the dominant Meitei groups and tribal minorities. Education systems that remain under the dominant administration undermine the rights of equality to the tribal people. This paper will articulate the fogged transparent system of state government policies in education.”Kashung Zingran Kengoo Introduction"When it comes to educational initiatives that are intended to have beneficial impact on inter-group relations, a useful starting point is the recognition that one size never fits all. In some cases, one size fits no one.”(Bush & Saltarelli 2000.p,25). Manipur is a multi-ethnic, multi-linguistic and multi-religious state. Imphal is the capital of Manipur. According to Census of India (2001), the total population of Manipur is 22,93,896, and out of which, tribals comprise of 713813 people and remaining 1580083 are Meiteis, and some outsider like, Nepali, Bengali, Behari, etc. Census of India (2001) recognized 29 tribes in Manipur. Manipur comprises of three major communities, Meiteis, Nagas and Kuki-Chin-Mizo. There are nine districts in Manipur, (see table 1.1). Imphal east, Imphal west, Bishnupur and Thoubal districts are dominated by Meiteis (non-tribal) in the valleys of Manipur. The remaining five districts are inhabited by tribals, among tribals, Nagas are the most populated and among Nagas, Tangkhul comprise of highest population inhabiting in Ukhrul district of Manipur. Nagas inhabit in four hilly districts, Ukhrul, Senapati, Tamenglong and Chandel whereas Churachandpur district is dominated by Kuki-Chin-Mizo group of tribes. Geographically, tribal people are settled in hilly areas and are surrounded the Meitei dominated region in the valleys. Multiple ethnic groups have their own distinct language, tradition and culture. There are four major religious groups Christian, Hindu, Muslim (Manipuri Muslim are called Pangan) as well as the indigenous Meitei religion-Sanamahi.
Table 1.1 Distribution of Ethnic Groups in Manipur
District
Imphal, Bishnupur and Thoubal
Ukhrul
Senapati
Tamenglong
Chandel
Churachandpur |
Ethnic Group
Meiteis, Pangans, and few Settlements of Kom
Tangkhul Nagas and few Settlements of Kukis
Mao Nagas, Poumai Nagas, Maram Nagas, Thangal
Nagas, and few Settlement of Kukis
Zeliangrong Nagas (Zeliang, Rongmei and Zeme),
Chiru Nagas, and few settlements of Kukis
Maring Nagas, Monsang Nagas, Lamkang Nagas,
Chothe Nagas, Monyon Nagas, Tharao Nagas, and
Kukis
Paite, Simte, Raite, Mizos, Hmar, Suhte, Purum, Gangte, Vaiphei, Kuki.
|
Source: Shimray (2001)
System of EducationIn Manipur, the system of education depends upon powers and money that corrupt the system instead of giving fair and quality education to common people. Education has been politicizing deliberately. Meitei dominated valley areas are maximally developed in education whereas, the minority tribal areas are lagging behind by minimal educational development. "It is easier to add new educational initiatives than to change the old ones. Why? Because the change of educational practice is a fundamentally political threat in the sense that challenges structures of authority, dominance and control.” (Bush & Saltarelli 2000. p,32). The problems of tribal education are fallout of a larger problem of cultural upheaval, political unrest, and economic stagnation that has gripped the education system. Meiteis as the dominant group inhabit in Imphal, the Capital of Manipur and exercise power to administer all the development in education. Democratic forms of educational development are in imbalance in the state. The process of equal tribal participation and inclusive education is unfamiliar in Manipur. Noted scholar from Manipur, Gangmumei (2000) states, "The state has financially and administratively the schools and colleges established by the government or private agencies. In the government schools that are administered by the state bureaucracy there is no question of democracy in management. The aided institutions have to function in accordance to the whims and fancies of the state educational bureaucracy and those who wield political power.”(Gangmumei 2000.p,195). Due to inequality of educational development, conflict arises between the two sections of people. Smith (2003) states, "Irrespective of the degree of decentralization and differentiation between the system, issue of equality carry the potential to inflame or ameliorate conflict between different groups within society. Equality concern may arise in terms of „inputs? such as equal access of all groups to education, transparency in the allocation of resource and the recruitment, training and deployment of teachers.” (Smith 2003.p,26).
Recruitment of TeachersRecruitment of teachers are not on the basis of merit and capability of the individuals, since it has become the system of money power, recruiting the right person is not in the practice by the education department in Manipur. Teachers have been recruited excessively among the Meiteis, and even for the posts which are reserved for the tribals. Naga Youth Front (2010) states, "In the recent recruitment of teachers under the district councils of the hills, 552 posts out of 1600 reserved vacant posts have been given to Meiteis.” (webcasted on 02 June 2010, at www.nagalimvoice.com ).The political leaders and bureaucrats are the key persons to decide whom to offer the post of teachers even though they are not in the field of education department. The more the amount of cash flows into the hands of the leaders by the candidates, the better preference and opportunity to get the position of teachers. It does not pertain only to education sector but to numerous government departments. To quote from Singh (2011), "The estimated rates for various post are discussed in private conversations range between Rs 3-4 lakh for a primary teacher, Rs 10-15 lakh for a sub-inspector/assistant SI of police, up to 15 lakh for a supervisor (women and child welfare), and Rs 15-25 lakh (or even higher) for a state civil services post.” (Singh 2011.p,12). The system of education has been degraded by bribe and corruption in Manipur. Since money and power played important roles to select teachers, many unqualified persons got recruited as a result political leaders interfere in the administration of education like transferring of headmaster and teachers. The inappropriate system of placement and transfer lies in the hands of political godfathers, which as a result severely affects the schools, particularly in the tribal areas.
Proxy System of TeachersMost of the Meitei teachers in remote hill areas got themselves transferred in their respective areas, like, Imphal valley and the adjoining Meitei dominated districts. Consequently many students are left with few teachers in the schools. The investigation of Naga Youth Front (2010) report states, "Many teachers under Education department are given to Meiteis for hill areas and almost 100% of them have been transferred with post to the valley with some excuse leaving behind just 3 to 4 teachers in all schools.” (webcasted on 02 June 2010, at www.nagalimvoice.com ). The non-availability of well-qualified and trained teachers in the rural tribal areas is a serious problem and people appointed a substitute teacher paying a minimum amount from the salary; these proxy systems are very much common in tribal areas of Manipur. President, All Tribal Student Union, Manipur (2008) states, "In the valley, teachers are in excess and schools are overcrowded; most of the teachers from valley those who are posted in the remote tribal hilly region get transferred themselves by means of bribing the concerned officials and politicians.” (Interview, President ATSUM in 2008). The performances of teachers in tribal areas are not satisfactory, leaving the schools with proxy teacher. Teachers leave from their respective schools to places of their own convenience. Withdrawal of monthly salary is considered as their first priority. Some are engaged in alternative business in their hometown. Committed government school teachers are found rarely. Shimray (2007) states "So, to ensure good education, teacher must be equipped enough to deliver competent services. One important thing about teacher is to uphold the commitment. Commitment means to perform his or her professional duty enthusiastically with the sense of responsibility and dignity. So that, outcome has to be accountable to the society as well as for overall social-economic development. No doubt, our society has produced high literate population but few educated persons.” (Webcasted on 27 August 2007, at thohepou.wordpress.com).
Linguistic and Identity ProblemsMedium of instruction in primary schools is becoming a serious issue in tribal areas. In primary stages the first medium of instruction ought to be in their mother tongue, secondly, English, and then regional and mainstream languages as third priority of instruction. Due to non-availability of textbook in their mother tongue in tribal areas, school children are compelled to learn in English as the medium of instruction, whereas Meitei dominant people have their own mother tongue in textbooks. Among tribals, every tribe has their own distinct language in roman script. Singh (2000) states, "The soio-cultural milieu of the tribal people of Manipur has its distinctive characteristic. The 29 recognised tribes of the state speak 29 dialects. Hence, there is a need to develop instructional materials in most of the tribal dialects in addition to the 5 major dialects, namely, Hmar, Paite, Tangkhul, Lushai, Thadou (Kuki), which are used as the medium of instruction in primary schools in the hill area of Manipur.” (Singh 2000.p,207). In tribal areas, the problem of instruction in mother tongue in schools remains unchanged. Thus tribals remain confined to their respective dialects; they do not know how to read and write Manipuri and Hindi scripts. Therefore, teachers for Manipuri and Hindi subjects are difficult to find among tribals.
One of the core issues is that of setting the school syllabus. The curriculum and content cover merely about the mainstream India and the dominant Meitei society. None of the subjects cover about the history or culture of tribals. Consequently school students are forced to learn the mainstream and Meiteis history which is deteriorating the rich culture, tradition and identity of tribal people by the dominant Meiteis educational policy makers. Language and identity are inseparable they supported each other. Shimray (2007) states, "Indeed, the social co-existent is weakened by the contention of ethnic sentiment, partisan interest, jealousy and individualism. Present language row in a very serious subject and has to be debated across every section of the society and community. Now, the state faces inevitable "counter- productive” from the peripheral hills. Not only the language issue, but it is clearly that there is a serious socio-economic inequality between hills and valley district as well as tribal and non-tribal. Today, valley districts are rather well ahead in all round economic and infrastructural development. Such economic inequality as well as Metei Mayek issue would further fosters ethnicism and sectarian aspirations. Language is culturally sensitive issue because it touches the core of social element as well as identity. Present language imbroglio is seen as another potential factor that can stir up ethnic hornet.” (Webcasted on 3 October 2007, at www.e-pao.net). Traditional tribal arts, literature, music, dance, etc are excluded from the curriculum; only the dominant Meiteis cultural heritages is available in syllabus from primary to higher level of education in Manipur. Building their own culture ignoring the tribal minority in curriculum triggered conflict between Meiteis and tribals. It also witnessed in different parts of the world as Smith (2003) states, "A significant part of the curriculum is dedicated to the arts, music, literature history and geography and in some countries these are referred to as „national subjects?, that is, they are seen as an important way of consolidating a common sense of national Identity. The potential for conflict arises when the cultural heritage and traditions of a majority group dominate the school curriculum and when the art forms, music and literature of minorities are unrepresented. Even where there is little diversity within a population the curriculum may portray a picture of national heritages that is chauvinist or ethnocentric.” (Smith 2003.p,31).
There are numerous ways leading to conflict in education, specially, when education system that gives importance to dominant group, particularly in the case of curriculum that deals with language, religion, and culture. In Manipur, imposition of dominant Meitei language (Meiteilon) and Meitei Mayek (Manipuri Script) upon the tribals generate conflict. It has also been considered as compulsory subject in Imphal valley, but tribal agitated against the alien subject as a compulsory subject in the indigenous traditional tribal areas. Shishak (1992) states, "But I dare say the Meitei-controlled government of Manipur has no legal and moral right to make Meitei language study compulsory in schools.” (Shishak 1992.p,4). Against the obligation of Meitei language, the apex tribal student body ATSUM President (2006) states, "respect any movement to restore and revive the indigenous script of any community, we will not accept the imposition of Metei Mayek on the tribal people of Manipur.” (Webcasted on 5 November 2006, at delhithurawn.net). The head Naga organization in Manipur, United Naga Council (UNC), All Tribal Students? Union, Manipur, and Kuki Student Organisation, strongly protested to turn down the imposition. Language is an important element of one?s own growth in culture associated with identity. Seitz (2004) states, "The formal education system contributes to exacerbating societal conflicts in particular when it (re) produces socio-economics disparities and brings about social marginalization or compartmentation, or promotes the teaching of identity and citizenship concepts which deny the cultural plurality of society and which then lead to intolerance towards "the other”. Education is, as numerous examples document, a key medium with which ethnicity is mobilized for the escalation of conflicts.” (Seitz 2004.p,10).
Role of Community in EducationEvery tribal district has a government model school which has been established long time ago. They were inaugurated by the concerned leaders but the operation and activities of schools are not look into by any concerned officials. Later the schools remained vacant, since the schools have no infrastructures. The schools remain unfit for being used as they are not renovated. Jamani (2006) states, "The inadequate physical facilities and poor communication in the rural and hill areas are the main obstacles in the process of universalisation of primary education. Leaving School by the children before the completion of their full course may be attributed to the unfavorable environment in the School. The quality of the furniture such as benches, desks, blackboard in many of the school in Manipur is below standard. In some Schools in rural areas, children are made to sit on the floor; some of the School buildings have no wall. The approach roads are muddy.” (Jamani 2006.p,65). Inspection of school from the education department is unknown and negligence of the concerned authority creates poor administration in schools. Village government schools are in pathetic condition. Due to huge difference of government and private school, parents prefer to send their children to private schools. Poor administration leads to dysfunction of government school and some of the village schools remain closed throughout the year. One, NGO called International Fund for Agriculture Development (IFAD) Project Manager states, "We examined all the schools. Most of the government schools are like animal shelters that are not fit for human beings.” On the other side, villages Churches played an important role to develop education. Approximately 95 percent of the tribal people professed Christianity. Churches and village councils take an initiative together to expand education. Majority of the tribal village Churches set up and run English schools. At Tangkhul village in Ukhrul district called Hoomi, the Pastor states, "Tithe is the main income to run the English school.” Apart from establishment of schools, most of the Churches in tribal villages sponsored the children of poor parent in school stages and higher studies in different parts of India. The students studied Theological as well as secular studies.
Problems of Higher Secondary Schools The tribal regions in Manipur lack higher secondary schools, even few secondary schools which are located in tribal areas has been devaluing the quality of education by lack of infrastructure and faculty. Once the headmaster or principal retire, the vacant post remains unfilled for long durations. Existences of principal in higher secondary schools are rare and the senior faculty of any department is deputed as a principal. Likewise in Ukhrul one of the chief populated Tangkhul Nagas districts there is only one college-Pettigrew College. Mr. Mashun Stone a senior lecturer is deputed as principal in charge of college. The same case happened in Ukhrul Higher Secondary School and Industrial Training Institutes. Some of the newly upgraded high schools to higher secondary schools in tribals areas are found lacking infrastructure, facilities and faculty. The headmasters of the schools are placed as principal in charges and they are not qualified to be principal due to their low profile of educational qualification. Lecturers are appointed on contract basis and since the lecturer did not get their monthly salary on time, they do not fully attended the academic calendar, they are engaged in other activities for their daily needs. Lecturers did not get their monthly salary for five to six months. The principal in charge of the Somdal Higher Secondary schools in Ukhrul district (2010), states, "Since the lecturer did not get their salary on time, they are looking for alternative income for their survival, I cannot force them to stay back for full academic calendar.”
Waiting for the state government to uplift the facilities of schools in tribal areas remain hopeless. In order to get better education system in tribal areas, private schools compete to affiliate in Central Board of Secondary Education (CBSE) and Indian Council of School Education (ICSE), but the state government did not encourage the private schools. The Meitei dominated Manipur government creates a stumbling block by rejecting private schools affiliation to CBSE and ICSE, which are directly under the direct control of central government. Democratically, it denied the Rights to Education for tribal people in Manipur. Taking an advantage to control and impose state education policies, the will of dominant groups create chaos between tribes and dominant non-tribes Meitei. The then Member of Parliament (MP) of outer Manipur Mr. Charamanei on 27 May, 2005, wrote to Ministry of Human Resource Development (MHRD), it states, "The most insensible and cruel act of the Manipur Government is the imposition of the ban of private schools from getting affiliation to the CBSE and ICSE which is nothing but violation of rights to education to the tribal people.”
Colleges in Tribal Areas Among the nine districts in Manipur, The census of India (2001), shows Meitei inhabited areas are better in higher education. Comparing among the tribals in Manipur, Ukhrul score the highest percent in higher education level followed by Chandel. Tribal are lacking behind in higher education, in comparison with Meiteis due to deprivation of educational facilities and lack of educational institution in tribal region whereas Meiteis dominated districts have sufficient educational institution and facilities. The only central university is located in Imphal valley and is subjugated by Meiteis thus excluding the attention of tribals. Singh (2006) "Manipur is not far behind from other states in tribal education but it share in technical and professional education is not up to the mark. The hill areas suffer from lack of institutions of higher learning.” (Singh 2006.p,46). All the important colleges are based in Imphal valleys while few colleges are located in tribal areas. However, there is lack of college teachers in hilly region, and there are also many teachers post lying vacant in tribal areas. The report of the Higher Education Commission (2003) states, "The commission finds that there is a great disparity in infrastructure development between colleges in the hills and the valley and also colleges in the urban and the rural areas of the valley. This disparity has effected higher education adversely, particularly in the hills where even the basic infrastructure and the minimum teaching staff are found lacking.” (Report of the Manipur State Higher Education Commission 2003.p,viii).
In 2005, there were 57 colleges in Manipur out of which 16 colleges are located in the tribal districts whereas 41 colleges are located in Meitei dominated districts. Colleges of importance like, Regional Institute of Medical Sciences (RIMS), Law, Polythecnic, Engeeneering, Management, Business, Dance, Computer etc. were set up in Imphal and other Meitei populated districts. Few colleges have been set up in tribal region of Manipur. Among them Churachandpur district has 5 colleges including 1 Law college, making it the tribal district with most colleges whereas others district like Ukhrul have only 1 college.
Problems of Higher EducationSeitz (2004) states "One of the key questions for the relationship between education and conflict is the manner in which education systems organize their dealings with diversity.” (Seitz 2004, p.10). Conflict has affected education from various directions in Manipur state, which has multiple ethnic groups within one boundary, i.e., from Meitei, the larger dominant group, and down to the smaller tribal groups among the society. Tribes agitated against the low intake of students in Manipur University. Census of India (2001) depicts, Meitei?s population consists of 65.7 percent and remaining 34.3 percent comprises of tribals. Tribals protest against the reservation policy which is only 7.5 percent in Manipur University. Tribal students demand 34.3 percent, according to the proportion of tribal population in Manipur University as well as job reservation in Manipur but the response remain in vain. Looking for alternative solution for tribal students in Manipur, ATSUM states "Too much energy and resource has been wasted trying to get a dignified share of our rights to education. We do not have any faith in government?s will or capacity to develop our human resources. We have reached a limit where we have to look for alternatives.” (The Imphal Free press, webcasted on 9 September 2007, at kanglaonline.com).
Due to Manipur University discriminating and segregating educational rights of tribals, tribals were compelled to demand separate tribal hills university. Facing the problems, tribals struggle for equality cannot be kept in isolation. To solve the problems of tribal students in Manipur, division of separate tribes and non-tribes educational administrative will be effective. Vaunglallian (2010) pointed out two divisional points by setting up of educational department, "the Manipur Hills Education Department (& Service) and the Manipur Valley Educational Department (& Service). To draw maximum benefit for such small and beautiful Departments, we must have two separate Ministers, two separate Secretaries/Commissioners, two separate Directorates and two separate budgets etc., so that there can never be any sort of inter-transfer, or „overlapping (a word very applicable and relevant today). It will also actually help if the officers and buildings of the two Departments/Services are as far as apart possible – one big deep in the Hills and the others in the far corner of the country.” (Webcasted on 24 September 2010, at www.thesangaiexpress.com).
Migration The above mentioned points in this paper highlight the evident of tribal deprivation in education. There are many stumbling blocks to pursue education in Manipur. The problems of education system compelled tribal students to migrate in different parts of India for better and quality education. Due to lack of educational institution, poor infrastructure, the large number of tribal students leave Manipur at the level of high schools, higher secondary and higher education, seeking admission in different parts of educational institution like Shillong, Delhi, Mumbai,Bangalore etc. However, the general problems in Manipur, three years bachelor degree course in Manipur University has affected the career of students; as it takes five years to complete. Ethnic conflict, corruption, bandhs, strikes and flexible academic calendar disrupt academic career of the students such as extension of syllabus to be covered, postponing examination etc. Politicians and bureaucrats do not give priority to education in the states, since, their sons and daughters are outside the states for getting good education.
Conclusion Government frameworks do not suit to tackle the issues and problems arising in education at tribal areas. The attitudes of governments towards education in rural hilly region of Manipur are not satisfactory. The schemes and programmes do not reach in time and the concerned department officers who have been given responsibility are corrupt. In the present situation, if the educational development depends on government to reform the education system, it will face critical and uncertain futures in terms of education. The education system has been considered a state government?s responsibility. The role of the central government is to formulate broad policy frameworks in order to ensure quality, and setting norms for utilization of resources through various sponsored schemes from time to time. There are huge differences in education between the tribal hill regions and dominant groups in the valley of Manipur. The present problems of education in Manipur represents a crisis of governance, which in turn reflects a crisis across a range of political, social, economic and administrative systems that are in place to adjust the development and management of resources and provision of services to different communities of society.
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