Meghalaya MLA Advocates for Improved Learning Outcomes and Access to Education

Shillong, India Aug 27, 2026 ALN: Shillong: NPP MLA from Gambegre, Mehtab Chandee, participated in a Short Duration Discussion on the current state of education in Meghalaya, where she welcomed improvements in examination results and a reduction in school dropout rates. However, she called for a greater focus on learning outcomes, equitable distribution of higher secondary schools, and skill-based education in rural areas.

Chandee credited the government’s CM Impact programme for what she described as encouraging improvements in the state’s education sector. She noted that the SSLC pass percentage had increased from 54.80% to 97.26% this year, while the dropout rate had significantly declined from 17.4% to 6.7%. These statistics indicate a positive trend in educational attainment in the state, reflecting ongoing efforts to enhance the quality of education and retain students in schools.

“While these results are very promising,” Chandee stated, “there is also a need to look beyond examination results and assess whether students are achieving meaningful learning outcomes.” She stressed the importance of quality teaching and critical-thinking skills as the programme continues. This perspective aligns with a growing recognition that academic success should not be solely defined by examination results but should also encompass the acquisition of knowledge and skills that are applicable in real-world scenarios.

Chandee raised concerns over the uneven distribution of Higher Secondary School Leaving Certificate (HSSLC) schools across Meghalaya. She pointed out that HSSLC centres are largely concentrated in urban areas like Shillong and Tura, leaving many rural areas without adequate access to higher secondary education. This disparity raises significant questions about equity in educational opportunities across the state and highlights the challenges faced by students in remote regions.

Using her Gambegre constituency as an example, she mentioned that there is currently only one HSSLC school in the Medlem area, forcing students from some regions to travel two to three hours to reach their centres. This situation not only places a physical burden on students but may also discourage them from continuing their education, particularly for those who face financial or logistical challenges.

She urged the Education Department to conduct a district-wise assessment and survey to determine whether the existing number and location of HSSLC schools are adequate and equitably distributed. “The distribution should be based on the actual needs of students in rural and remote areas,” she emphasized, highlighting the need to reduce the burden on students who have to travel long distances to continue their education. This call for a systematic review of school distribution underscores the necessity of data-driven policy-making in education.

Chandee Calls for Enhanced Vocational Education and Skill Development

Chandee further called for greater emphasis on vocational education and skill development, particularly for students in rural Meghalaya. She suggested that the government consider establishing more skilling centres and vocational training institutes across the state. This proposal reflects a broader understanding that traditional academic pathways may not be suitable for all students, especially in a region where economic opportunities may be closely tied to specific skills.

With Meghalaya now having its own university, she noted that there is an opportunity to develop courses and curricula specifically suited to the needs of the state’s youth and local economic conditions. She particularly advocated for agriculture-based skill training in rural areas, as Meghalaya remains largely an agrarian society. This focus on agriculture is particularly relevant, given that a significant portion of the population relies on farming as their primary source of income.

Such programmes, she argued, could provide students with alternative pathways after SSLC, especially for those unable to pursue conventional higher education due to financial, geographical, or other constraints. “These courses can be tailor-made for our youths,” Chandee suggested, indicating that professional and vocational programmes linked to agriculture could help rural students acquire practical skills without necessarily having to leave their communities. This approach could not only empower students but also contribute to local economies by ensuring that young people are equipped with the skills needed in their own regions.

Chandee concluded by emphasizing that the improvement in examination results should be accompanied by stronger learning outcomes, better access to higher secondary education, and a wider range of skill-based opportunities for Meghalaya’s youth. Her advocacy for a more holistic approach to education reflects an understanding that educational success is multifaceted and requires a concerted effort from all stakeholders, including government, educators, and the community.

As Meghalaya continues to navigate the challenges of education in a rapidly changing world, the insights and recommendations put forth by Chandee may serve as a catalyst for necessary reforms. The focus on equitable access to education, quality learning outcomes, and vocational training could transform the educational landscape of the state, ultimately benefiting its youth and contributing to the overall development of Meghalaya.