A review meeting convened by the Department of Education in Papum Pare district identified several key factors behind the poor academic performance of government schools. Weak foundational learning, irregular student attendance, inadequate parental support, shortage of subject teachers in some schools, and excessive student involvement in social activities were cited as the main reasons. The meeting aimed to assess the district’s CBSE examination performance and formulate strategies for the upcoming academic session.
Papum Pare Deputy Commissioner Lobsang Tsering emphasized the need for a holistic approach to education, greater accountability among teachers, and stronger monitoring mechanisms to improve learning outcomes. He urged teachers to focus on the overall development of children and inculcate moral values alongside academic learning. Tsering also stressed the importance of value-based education and encouraged teachers to lead by example through discipline, dedication, and integrity.
The deputy commissioner acknowledged that government schools now have qualified teachers and adequate government support, but poor CBSE performance must be critically analyzed and addressed through collective efforts. He called upon school management committees, teachers’ associations, and education officials to work together to improve academic standards and student welfare. To motivate students and build their confidence, administrative officers will be asked to regularly visit schools in their respective jurisdictions and interact with students.
Although the impact may not be immediate, sustained engagement is expected to produce positive long-term results. Providing an overview of the district’s education sector, DDSE TT Tara stated that Papum Pare has 142 schools, with 61 pre-primary, 66 primary, 58 middle, 12 secondary, and six higher secondary institutions. The CBSE Class 10 pass percentage was 41%, and Class 12 pass percentage was 80% in 2024-25, marking an improvement of 16% in Class 10 and 8% in Class 12 over the previous year.
While appreciating the progress made, the DDSE emphasized the need for significantly higher academic standards in the coming year through greater commitment and coordinated efforts by all stakeholders. The DDSE urged teachers to adopt more effective, student-centric teaching methods to improve classroom learning and emphasized the importance of cordial relationships among teachers and regular interaction with students. Participating teachers recommended strengthening school monitoring by empowering BEOs, BRCCs, and CRCCs to regularly inspect schools, monitor teacher and student attendance, and report absenteeism to the DDSE for appropriate action.
The meeting was attended by principals, headmasters, BEOs, BRCCs, CRCCs, and members of the District Task Force for Education.
