Guwahati, July 14: Dropout rates in secondary education in Meghalaya have been a concern throughout. In fact, the 2023-24 SDG Index report has pointed out that the average annual dropout rate at secondary level class 9-10 in Meghalaya is 21.7, which is the highest in the region.
A study on “School Dropouts from Meghalaya” published by the Centre for Research in Schemes and Policies (CRISP) published last month says a proactive and comprehensive approach involving government departments, NGOs, schools, and communities is essential.
“Zero tolerance to drop out should be the single message that must go down from the Chief Minister and Education Minister to the Village Council Chairman level,” the report says adding that one-on-one campaigns, fragmented efforts and activities will have only limited impact and will not achieve the expected outcomes in reducing the high dropout rates in Meghalaya.
The researchers carried out extensive field visits to 8 Districts out of 12 Districts of Meghalaya viz. West Garo Hills District, South West Garo Hills District, North Garo Hills District, West Jaintia Hills District, South West Khasi Hills District, Eastern West Khasi Hills District, East Khasi Hills District and Ri Bhoi District.
In total it covered 13 Blocks, 24 Villages and 38 Schools to ensure coverage of the Khasi, Jaintia and Garo regions of the state with the highest dropout at the 3 levels of schooling.
As per the Unified Digital Information on School Education (UDISE) plus data 2021-22, Meghalaya recorded the highest dropout rate in all levels with 9.8% at the Lower Primary level, 9.4% at the upper primary Level, and the secondary level 21.7%, which is way higher than the national average of 1.5%, 3.0% and 12.60%, respectively. “While the overall dropout picture is grim, the situation is far worse in some districts with alarming rates of dropout. The Secondary school level drop-out rate of 27.6% is particularly critical in 6 districts, with the average being more than 30%,” it says.
Reasons for high dropout
The report said the high dropout rates in schools in Meghalaya are a result of various interconnected factors, including socio-economic, academic, and administrative factors including: (i) large family size and sibling care of the younger children; (ii) lack of parental awareness resulting in prioritizing childcare and farming over education (iii) poor infrastructure and a lack of affordability for students residing in remote habitations; (iv) never enrolled CwD due to inadequate interventions for inclusive education and infrastructure (ramps, toilets); (v) late schooling, lack of interest and motivation, overage factors affect individual choices in returning to school; and (vi) teenage pregnancy or eloping is a minor secondary reason.
The report says academic and school-related reasons are (i) poor school infrastructure; (ii) inefficient supply chains (books, uniforms, etc); (iii) inefficient teacher deployment; (iv) unqualified and untrained teachers and consequent poor teaching practices; (v) and inadequate teaching learning material (TLM) to engage the students; (vi) transition from Khasi/ Garo to English after Grade 5; (vii) poor foundational learning leading to students struggling to cope up at upper primary and secondary level or failing and reluctance to return to school; and (viii) inadequate monitoring systems and poor community engagement.
Possible solutions
It says the notable thrust of the Government of Meghalaya’s efforts on the Back-to-School campaign initiative is imperative as this is pivotal to mainstream the drop-out students while elevating the literacy rate.
It said administrative machinery should be capacitated to ensure regular and effective monitoring and tracking of students (enrolment, attendance, and assessment), community involvement for monitoring and remedial teaching (Self Help Groups, Village Councils, etc).
On the policy-level interventions, the report has recommended focusing on districts with the highest dropout rates, utilizing geospatial techniques to identify hotspots and develop targeted strategies, fostering collaboration with NGOs, SHGs, and Village Councils to create a zero-tolerance culture for dropouts, improving Teacher Deployment and Training, Rationalize school and teacher placement, improve teacher training, and ensure systematic remedial teaching.
