Education In Arunachal Pradesh Since 1947: Constraints, Opportunities, Initiatives and Needs

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The system of formal education made the beginning in the tribal state of Arunachal Pradesh in 1947 with the appointment of Mrs. Indira Miri as the first Education Officer at Sadiya. Within the short span of a little more than 50 years the progress is satisfactory with 54.3 % literacy when it is compared with many states of India. However, the progress is not linear; a cursory look points to gender and regional gaps and low accessing rate to higher and technical education. The education scenario is an expression of success and constraints, initiatives and limitations. The present volume thematically deals with constraints, opportunities, initiatives, achievements and changing needs of education in the tribal state of Arunachal Pradesh after 1947 consequent upon the introduction of the planned approach to development of tribal people. Naturally, the range of issues taken up for discussion in the book is wide and diverse and includes policies and programmes with their shifting focus; organization, administration and management of school and higher education; identification of strength and weakness for a better planning and strategy formulation and many other such issues. The understanding of "development through culture lies in the background of discussion of the issues. The study, no doubt, is historical in approach and interdisciplinary in perspective.

The author being an academic administrator, and having been a participant in the process of educational development, the study makes a balance between emic-ettic perspectives and bears empirical significance with theoretical underpinnings. No doubt, the book will come handy among the students of education, tribal studies, history, development studies and among the planners and bureaucrats as well to understand the issues of development in general and of education in particular in tribal societies.

JORAM BEGI (b. 1956), M.A. in History from Gauhati University, B.Ed. from Dibrugarh University and Ph.D. from Rajiv Gandhi University is a scholar administrator with diverse social interests. He is an indigencus intellectual, a social worker and promoter of culture and cultural values among the tribal communities in Arunachal Pradesh in general and in his Nyishi commuity in particular. He is associated with many national and regional organizations like Vivekananda Kendra, Itihas Sankalan Samiti (Arunachal Chapter), Donyi-Polo Study Circle, Abotani Literary Mission, Indigenous Faiths and Cultural Society of Arunachal Pradesh, etc. in various capacity. He was also a member of Sahitya Akademi, New Delhi, North-East Zonal Cultural Centre, Dimapur and founder President of Nyishi Elite Society, the apex body of the community. Begi is an eloquent public speaker and a good seminarian. His analytical presentation, clarity of thought and simplicity in style have made him popular among the commoners and the scholars alike. He has contributed a lot on development issues of the state. To his credit he has more than 10 papers on culture, education and social issues and an edited volume entitled Itanagar. A Profile. His career as an academic administrator began as Principal in 1980 at Dera Natung Govt. College (formerly Government College) Itanagar. He held the post of Registrar in Rajiv Gandhi University for two terms from 1991 to 2002 and is now the Director of Higher and Technical Education, Government of Aruanchal Pradesh, Itanagar. His efforts of quality assurance in higher and technical education have made him Chairman of NAAC Peers Team three times. Presently, he has two main interests: accessing quality higher and technical education to interior places and protection and promotion of cultural heritage of people. His academic interest is embedded in the above two commitments.

Education has been instrumental in transforming the human society from the time of the cave-dwellers using available technology for mere survival to the modern sophisticated one making and using complex technology for a meaningful living with command and control. In Arunachal Pradesh too, education has played a vital role for the social transformation of the people of the state. The territory was known as no man's land till the beginning of the 20th century, when a few daring explorers discovered various tribes living in the hills and while the later frequenting adjoining plain areas of Assam. They were described as 'savages', 'barbaric', 'backward' and so on and so forth. Speaking the truth, the region was really backward and the people were ignorant and illiterate. They had no opportunity of formal education whatsoever. There was no developmental activity and as such no means of communication till the last quarter of the 20th century. This was because of the fact that the Ahoms, who ruled Assam for about 600 years, followed a policy of non-interference in internal affairs of the tribes.

The British Indian Government which succeeded the Ahoms after the Yandaboo treaty in 1826, continued the same policy. However, they opened up a few administrative centres in the foot hills. This was not done to administer the region but to protect their economic interests in the plains of Assam. That is why, in many official statements of the Government of Arunachal Pradesh, it has been mentioned that there were only 2 primary schools with an enrolment of 35 students at the dawn of the independence of the country (However, this statement is found to be incorrect during the course of this study).

It gives me great pleasure to say a word about Dr. Joram Begi's book, Education in Arunachal Pradesh. The book is a clear, well researched account of the educational enterprise in Arunachal Pradesh since independence. It covers education in the State at all levels from primary to the University. While Arunachal shares some of its problems with the rest of the country, a large number of its problems are unique to it and Dr. Begi's book identifies these problems with clarity and insight. The book will, therefore, be an invaluable basis for critical reflection on not just the educational process, but on the self awareness of the people of this extraordinarily important region of the country. There is no doubt at all in my mind that Dr. Begi's book is a very significant addition to the growing literature on Arunachal Pradesh: It is critical and yet hugely sympathetic.