YUPIA, 30 Jun: Weak foundational learning, irregular student attendance, inadequate parental support, shortage of subject teachers in some schools, along with excessive student involvement in social activities were identified as key factors behind poor academic performance of government schools in Papum Pare district during a review meeting convened by the Department of Education here on Tuesday.
The meeting was held to assess the district’s CBSE examination performance and formulate strategies for the upcoming academic session.
Papum Pare Deputy Commissioner Lobsang Tsering called for a holistic approach to education, greater accountability among teachers, and stronger monitoring mechanisms to improve learning outcomes. Tsering said that teachers must go beyond classroom teaching and focus on the overall development of children.
Describing teachers as role models, he urged them to lead by example through discipline, dedication and integrity.
“Teachers should inculcate moral values alongside academic learning. They play a crucial role in shaping the character and future of students,” Tsering said, emphasising on value-based education.
He said that government schools now have qualified teachers and adequate government support, but poor CBSE performance must be critically analysed and addressed through collective efforts.
He also urged school management committees, teachers’ associations and education officials to work together to improve academic standards and student welfare.
The deputy commissioner said that administrative officers would be asked to regularly visit schools in their respective jurisdictions and interact with students to motivate them and build their confidence. Although the impact may not be immediate, he said sustained engagement would produce positive long-term results.
Providing an overview of the district’s education sector, DDSE TT Tara said that Papum Pare has 142 schools – 61 pre-primary, 66 primary, 58 middle, 12 secondary, and six higher secondary.
He said the CBSE Class 10 pass percentage was 41% and Class 12 pass percentage was 80% in 2024-25 – an improvement of 16% in Class 10 and 8% in Class 12 over the previous year.
While appreciating the progress made, the DDSE said the district must strive for significantly higher academic standards in the coming year through greater commitment and coordinated efforts by all stakeholders.
The DDSE urged teachers to introspect and adopt more effective, student-centric teaching methods to improve classroom learning.
He emphasised the need for cordial relationships among teachers and regular interaction with students to create a supportive learning environment and boost students’ confidence.
Participating teachers also 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. They said such measures would enhance accountability, punctuality and discipline in schools.
The meeting was attended by principals, headmasters, BEOs, BRCCs, CRCCs and members of the District Task Force for Education. (DIPRO)
