Despite Mizoram’s impressive overall literacy rate, persistent gaps in educational quality and access remain, especially in districts like Lawngtlai. These areas have long faced infrastructural and developmental neglect, which is starkly reflected in school outcomes. In the 2024 HSLC (High School Leaving Certificate) exam results, 18 schools in the state recorded a 100% failure rate.
Alarmingly, seven of these schools were from Lawngtlai district alone, accounting for 70% of the total failed students from these schools.
This underperformance is not new. The district has historically struggled with low educational outcomes, poor healthcare access, and inadequate infrastructure.
For example, as of 2022, Lawngtlai had only seven medical doctors for a population of over 1.17 lakh, while more developed districts like Lunglei had 26 doctors for a slightly higher population.
To understand the reasons behind this persistent inequality, EastMojo spoke to scholars and educators from Lawngtlai. A Mizoram University academic who requested anonymity said Lawngtlai has the lowest literacy rate in the state—lower even than the national average.
She explained that it is a multilingual region with tribal communities like the Bru, Chakma, and Bawm, which makes choosing a medium of instruction difficult.
“Teachers can neither teach effectively in Mizo nor in English,” she said.
She flagged rampant nepotism in the hiring of government teachers and the widespread practice of ‘substitute teaching’—where employed teachers send unqualified individuals in their place to rural schools, while they pursue other business interests in urban areas.
“Science education is nearly absent in public institutions here. Only private schools offer science at the higher secondary level, and most colleges don’t have the option either. This shows just how far behind we are,” she added.
The misuse of Autonomous District Councils, she noted, has further politicised education. In both Lawngtlai and the Chakma Autonomous District Councils, school appointments are allegedly used as a vote-bank strategy, compromising education quality.
Siaha, another southern district, shares similar challenges. Residents point to extreme remoteness, poor infrastructure, and reluctance among qualified teachers to reside in the area.
Evelyn Chouzah, a health sector worker in Siaha, observed that there are schools here with 100% failure rates. “The government is trying—like starting NEP-based education in lower classes—but many teachers still send substitutes in their place. This continues to impact learning outcomes,” she said.
She added that substitute teaching is widespread in remote districts and not strictly regulated by the administration. “Teachers take exams, get government jobs, and within a year or two, send someone else—often unqualified—in their place. This neglect shows in how little students actually learn,” she said.
The ULLAS initiative redefined literacy in a more functional sense. No longer limited to just being able to sign one’s name, literacy now encompasses basic reading, writing, numeracy, and even digital and financial literacy. But how deep is this learning?
According to Patrina V. L. Hruaitluangi, head of ASER (Annual Status of Education Report) in Mizoram, many students may technically be able to read and write, but lack true comprehension. “From our assessments, Mizos are acquainted with basic literacy. But when we tested teens on understanding, they struggled. They could read aloud but failed to explain the content. This is mostly due to the overuse of rote memorization,” she explained.
ASER 2024’s findings paint a concerning picture: 45.6% of Mizoram’s youth aged 17–18 are not enrolled in any form of education or training. Of this group, over half (52.9%) are male, while 39.1% are female. Only 22.2% reported working regularly, and just 1.7% were in vocational training.
Mizoram’s recognition as India’s first fully literate state under the ULLAS initiative marks a significant milestone. It reflects years of effort from educators, administrators, and communities across the state. However, the realities on the ground—particularly in districts like Lawngtlai and Siaha—may suggest that literacy on paper does not always translate into equitable educational outcomes.
Also Read: Nagaland’s literacy rate among India’s best, but where are the jobs?
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