The Government of Nagaland launched the District School and System Leaders Professional Learning Community, marking a significant step towards strengthening the State’s education system through collaborative leadership and institutional reform at de Oriental Grand, Kohima on 24th March 2026.
Speaking at the programme, Advisor for School Education and SCERT, Dr. Kekhrielhoulie Yhome, highlighted that a robust education system rests on three key pillars - school leadership, curriculum, and administration. He stressed the need to reinforce these foundations while addressing persistent challenges such as infrastructure gaps, connectivity issues, shortage of human resources, and logistical and systemic barriers that continue to affect implementation on the ground.
The Advisor stressed on the importance of rebuilding public confidence, he emphasised that revitalising government schools remains a priority. He expressed optimism that initiatives like the professional learning community would help restore trust in the public education system and create a more accountable and responsive framework. The Advisor also informed that a baseline survey covering 249 schools across the State has been undertaken, alongside a pilot of the School Quality Assessment and Accreditation Framework (SQAAF), to assess existing conditions and guide future interventions. Aligning reforms with the National Education Policy, efforts are being made to develop a world-class curriculum tailored to the needs of the State.
He further stressed the importance of continuous teacher training and capacity building, noting that school leadership and systems must operate with a greater degree of personalization and maintain close coordination with the administrative machinery. Yhome also called for a renewed approach to presenting and strengthening the public education system, along with improvements in the overall governance ecosystem.
Deputy Director SCERT, Nagaland, Benjung Yaden, highlighted the progress and impact of the School Leadership Development Programme (SLDP) during the launch of DSSL PLC. She traced the initiative to the establishment of the National Centre for School Leadership under the National Institute of Educational Planning and Administration, which led to the creation of School Leadership Academies across states.
Yaden mentioned that the programme aims to strengthen leadership across schools to improve learning outcomes. Training initiatives include a one-month certificate course for school heads and senior teachers, along with shorter programmes for head teachers. These are supported by locally adapted modules, research activities, and documentation of best practices.
Aligned with the National Education Policy 2020, she said that the SLDP focuses on continuous professional development and leadership skills. The one-month course is conducted in three phases, combining classroom training, school-based project work, and final assessment.
The Deputy Director further mentioned that hundreds of educators in Nagaland have undergone training under the programme. School leadership was noted as a key factor influencing student learning, with ongoing efforts to institutionalise the course for professional advancement. The progress of SLDP was attributed to the support of government departments, partner organisations, and the collective efforts of educators and SCERT faculty. The initiative aims to further strengthen school systems and enhance the quality of education across the state.
Secretary School Education, Mhathung Tungoe, emphasized that in today’s evolving educational landscape, innovative approaches are essential to enhance student learning and strengthen school communities, noting that educational excellence is a responsibility that shapes society’s future.
He highlighted that Professional Learning Communities (PLCs) foster continuous improvement, shared expertise, and collaborative problem-solving among educators. Recognizing their importance, the School Leadership Academy, SCERT, in collaboration with the National Centre for School Leadership, NIEPA, New Delhi, and NECTAR P3 consortium, launched the District School & System Leaders Professional Community (DSSL PLC) in Nagaland.
Describing it as a significant initiative, he said the DSSL PLC will build a strong network of educational leaders to share best practices, drive systemic change, and improve the quality of education across the state.
Principal Director, School Education, Shashank Pratap Singh, IAS, stated that nearly 385 leaders have been trained through a one-month leadership programme. He said that the training is integral, and teachers were mandated under NEP 2020 to undergo professional development courses. Singh also said that school leadership has become increasingly important as rules have evolved. Schools now have a significant degree of autonomy, and what happens within a school largely depends on its teachers. However, autonomy must be exercised with accountability, and the school head bears a crucial responsibility in this regard.
Regarding the School Leadership Development Programme (SLDP), Singh emphasized that training should not be based on compulsion but should focus on translating learning into action. Eligible teachers should be identified in advance and undergo training before becoming eligible for promotion, and SLDP should not become a delaying mechanism.
He also mentioned the Understanding of Lifelong Learning for All in Society (ULLAS), a flagship scheme aimed at promoting functional literacy among adults. Out of 11 districts, surveys have been conducted in 7 districts so far as part of its implementation. He stressed that training alone is not sufficient, it must be reinforced through continuous support, clear timelines, and more structured sessions for DEOs and SDEOs.
Assistant Professor NCSL, NIEPA, New Delhi, Dr. Yogesh Pahariya, acknowledged Nagaland as one of the best-performing states, taking a leading role in the implementation of NEP. He highlighted that the state has institutionalised Professional Learning Communities (PLCs) into a formal structure and mechanism.
He emphasized that a PLC is not merely a group, but a culture where educators learn, discuss, grow, and share accountability. Such a culture has the potential to build strong leadership and improve learning outcomes.
In conclusion, he stated that when leaders learn together, schools grow together; when schools grow, the state progresses; and when the state progresses, the nation moves forward collectively.
The programme was chaired by Program Manager, P3, NECTAR, Aishwarya. In the technical session, Dr. Yogesh Pahariya spoke on School Leadership: National Context and Support to the States and Founder & International Director, Adhyayan Quality Education Services Ltd, Spoket Wheeler, spoke about the Importance of Professional Learning Community.
The launch of the professional learning community is expected to serve as a catalyst for reimagining school education in Nagaland, fostering collaboration among leaders and laying the groundwork for long-term, sustainable reforms.
                 
(Takumpula Longkumer, IA and Mainodi, IA)