Teachers’ Day in Meghalaya: Time for Government action amidst challenges and reforms

Syllad | The Rising MeghalayaSeptember 5, 2024

Every year, the State of Meghalaya, along with the rest of the country, celebrates Teachers’ Day with much pomp and gaiety. Leaders praise teachers as builders of the nation and moulders of future generations. Yet, the plight of these educators remains unchanged—they continue to survive with the bare minimum. It is high time we reflect on the significant challenges teachers face, including low wages, overwhelming workloads, and the pressures brought on by recent educational reforms. These issues demand urgent government intervention to safeguard the quality of education in Meghalaya.

A Crisis of Low Wages and Pay Disparities
One of the most pressing issues confronting teachers in Meghalaya is the chronic problem of low wages and pay disparities. Educators in private schools are often paid far below the minimum wage, with salaries ranging from a meager Rs 4,000 to Rs 20,000 per month. This financial strain forces many to take on multiple jobs, diminishing their ability to focus on their primary role as educators. The government must take immediate steps to ensure that all teachers, whether in government or private institutions, receive fair and timely compensation. A comprehensive review and overhaul of the salary structures are urgently needed to address this ongoing injustice.

Overwork and Stress: The Invisible Burden
Beyond financial concerns, teachers are grappling with overwhelming workloads that include lesson planning, grading, and student support far beyond the classroom. Many educators work late into the evenings and over weekends, leading to burnout and high-stress levels. The government must recognize the toll this workload takes on teachers’ mental health and well-being. Providing additional support staff, reducing administrative burdens, and implementing policies to protect teachers’ work-life balance are essential measures that need to be prioritized.

Lack of Resources and Training: A Hindrance to Quality Education
The lack of adequate resources is a persistent problem that hampers the ability of teachers to deliver quality education. Outdated technology, insufficient classroom supplies, and limited access to professional development opportunities leave many educators feeling unprepared. The rollout of the National Education Policy (NEP) 2020, which requires teachers to obtain specific qualifications such as B.Ed. and D.El.Ed., further emphasizes the urgent need for accessible training centres and resources.

Starting in 2030, only individuals with a 4-year B.Ed. or Integrated Teacher Education Programme (ITEP) degree will be eligible to work as teachers from kindergarten through class 12. These new standards, while aimed at improving the quality of education, add to the burden on teachers who struggle to meet these requirements due to limited training facilities.

The Impact of High Dropout Rates: A Symptom of Systemic Failures
Meghalaya’s education system is further plagued by alarmingly high student dropout rates, particularly at the secondary level, where the rate stands at 21.7%, far exceeding the national average. This is not merely a statistic; it is a call to action. Socio-economic pressures, poor school infrastructure, and a lack of awareness among parents about the value of education are driving students out of the classroom. The government must tackle these root causes with targeted interventions, such as financial support for low-income families, infrastructure improvements, and community awareness programs to highlight the importance of education.

Government Action Needed: A Call for Immediate Reforms
As we honour our educators on Teachers’ Day, the government must move beyond mere recognition and take tangible action to address the systemic issues plaguing the teaching profession in Meghalaya. Here are key areas where government intervention is urgently needed:

• Revise and Standardize Teacher Salaries: Establish a minimum wage for all teachers across government and private schools to ensure fair compensation. This should be complemented by timely disbursement of salaries and financial incentives for teachers who pursue additional qualifications.
• Invest in Teacher Training and Resources: Allocate funds to build more training centres, provide modern teaching aids, and ensure that schools are equipped with the necessary resources to meet the requirements of new educational reforms.
• Support Systems for Teachers: Implement mentorship programs, mental health support, and professional development workshops to help teachers cope with the demands of their roles and prevent burnout.
• Address High Dropout Rates: Launch targeted programs to keep children in school, including scholarships, school meals, and awareness campaigns aimed at parents. Improving school infrastructure, especially in rural areas, should also be a priority.

Conclusion: The Time for Government Action is Now
Teachers are the pillars of our education system, and their struggles are a reflection of broader systemic issues that, if left unaddressed, will continue to undermine the future of Meghalaya’s students. As we celebrate Teachers’ Day, the government must seize this moment to commit to meaningful reforms that not only recognize the invaluable contributions of our educators but also address the deep-rooted challenges they face. Ensuring fair wages, reducing workloads, providing resources, and tackling high dropout rates are not just demands—they are essential steps toward a more equitable and effective education system. The future of our children and the integrity of our education system depend on the government’s willingness to act.