Kohima, March 24 (NationPress) The government of Nagaland introduced the District School and System Leaders Professional Learning Community (DSSL PLC) on Tuesday, representing a pivotal advancement in enhancing the state's educational framework through unified leadership and institutional transformation.

During the inauguration, the Advisor for School Education and SCERT, Kekhrielhoulie Yhome, articulated that a resilient education system is built upon three fundamental components: school leadership, curriculum, and administration.

He highlighted the necessity of fortifying these core areas while tackling ongoing challenges such as infrastructure deficits, connectivity obstacles, a lack of human resources, and logistical issues that hinder implementation at the community level.

Yhome underscored the significance of rebuilding public trust, asserting that revitalizing government schools is a top priority.

He expressed hope that initiatives like the professional learning community would assist in restoring confidence in the public education system and foster a more accountable and responsive environment.

Furthermore, he disclosed that a baseline survey has been conducted across 249 schools in the state, along with a pilot program for the School Quality Assessment and Accreditation Framework (SQAAF), aimed at evaluating current conditions and directing future interventions. Additionally, efforts are underway to align reforms with the National Education Policy (NEP) and to craft a curriculum suited to the state's requirements.

The Advisor accentuated the critical need for ongoing teacher training and capacity enhancement, indicating that school leadership should operate with increased personalization and close collaboration with the administrative framework.

He advocated for a renewed strategy to reinforce the public education system and bolster governance.

Benjung Yaden, Deputy Director of SCERT Nagaland, detailed the progress of the School Leadership Development Programme (SLDP), which traces its roots to the National Centre for School Leadership established under the National Institute of Educational Planning and Administration (NIEPA).

She highlighted that the program aims to empower leadership within schools to enhance learning outcomes.

Training components under the SLDP include a one-month certification course for school leaders and senior educators, alongside shorter programs for head teachers. These initiatives are backed by locally tailored modules, research endeavors, and documentation of effective practices.

In alignment with NEP-2020, the program emphasizes continuous professional development and leadership competencies. The one-month course is structured in three phases, integrating classroom instruction, school-based project assignments, and final evaluations.

Yaden mentioned that hundreds of educators in Nagaland have already completed training, with ongoing initiatives to institutionalize the program for professional growth.

Secretary of School Education, Mhathung Tungoe, remarked that innovative methodologies are crucial in the current evolving educational environment.

He noted that achieving educational excellence is a collective responsibility that shapes the future of society. He emphasized that professional learning communities encourage ongoing improvement, shared knowledge, and collaborative problem-solving among educators.

Acknowledging their significance, the School Leadership Academy under SCERT, in partnership with the National Centre for School Leadership, NIEPA, and the NECTAR P3 consortium, has inaugurated the DSSL PLC in Nagaland.

Describing it as a transformative endeavor, Tungoe stated that the platform will establish a robust network of educational leaders to exchange best practices, drive systemic transformation, and enhance the overall educational quality in the state.

Principal Director of School Education, Shashank Pratap Singh, reported that nearly 385 leaders have undergone training through the one-month leadership program.

He emphasized that teacher training is now a requirement under NEP 2020 and highlighted that while schools enjoy greater autonomy, accountability remains essential, with school leaders playing a pivotal role.

Regarding SLDP, Singh noted that training should concentrate on practical application rather than mere compliance. He recommended identifying suitable teachers early for training before they qualify for promotion, ensuring that the program facilitates professional advancement rather than delays it.

He also referred to the Understanding of Lifelong Learning for All in Society (ULLAS), a flagship initiative promoting adult literacy.

Surveys have been conducted in seven out of eleven districts as part of their implementation strategy. Singh stressed that training must be supported by continuous mentoring, clear timelines, and structured engagement with district and sub-divisional education officials.