Staff Reporter
DIMAPUR, OCT 18 (NPN): The implementation of the National Education Policy (NEP) 2020 in higher educational institutions across Nagaland has raised concerns among students and lecturers over disruptions to regular classes, compulsory attendance at extracurricular activities and difficulties balancing academic requirements with additional programmes.
In separate interviews with Nagaland Post, students and lecturers from colleges and universities across the State, who requested anonymity, said activities organised in the name of holistic education and skill development sometimes took time away from regular studies, affecting teaching and learning.
While acknowledging NEP 2020’s objectives of multidisciplinary learning and practical skill development, interviewees questioned whether these were adequately balanced with classroom teaching and academic requirements.
The report is based on a two-month investigative exercise involving conversations, in person and over the phone, with 10 students and five lecturers. Of the 15 individuals approached, eight students and three lecturers were unaware during the conversations that their views would be considered for publication.
They were informed subsequently. Several lecturers declined to comment. The findings reflect the experiences shared by interviewees and do not suggest similar conditions prevail across all institutions.
Most lecturers acknowledged that the policy was changing students’ educational experiences by encouraging interdisciplinary and multidisciplinary approaches. However, they said extracurricular activities often affected regular classes, with one lecturer noting that the impact could be greater in larger colleges, where managing academic schedules was more challenging.
Lecturers also said disruptions to teaching hours affected internal assessments. With students evaluated through presentations, assignments and continuous class tests, they stressed that adequate classroom time was essential to cover the syllabus and prepare students properly. “When regular classes are affected, it becomes difficult to complete the syllabus,” one lecturer observed.
Students raised similar concerns over attendance requirements for seminars, workshops and other extracurricular programmes.
They said attendance was strictly enforced for some sessions, leaving them little choice but to participate even when activities were not directly relevant to their academic interests.
Some alleged students were expected to attend partly to ensure programmes were not conducted before empty chairs.
They said these requirements added to their workload and reduced time for coursework and independent study. Assignments, examinations and additional programmes also left less time for hobbies and physical activities. One student said the concern was not necessarily about the programmes themselves, but how participation was required and scheduled alongside regular classes.
Students also questioned the practical value of skill-development programmes. While acknowledging the usefulness of certificates, they said benefits depended on training quality, relevance and practical application. One student said skill-based learning could broaden knowledge beyond conventional classroom teaching, but its effectiveness depended on available opportunities.
Others maintained that certificates alone might not adequately prepare students for employment without hands-on experience and skills relevant to their chosen fields. Concerns were also raised over whether students could select programmes according to their interests and career aspirations rather than attend activities simply to fulfil institutional requirements.
They said institutions needed to ensure that workshops and other activities did not come at the expense of teaching hours.
Interviewees stressed that the policy’s aims could be better served when activities were relevant, well planned and carefully coordinated with academic calendars.
NEP 2020 promotes multidisciplinary learning, vocational training, critical thinking and practical skills beyond rigid disciplinary boundaries. However, interviewees’ experiences point to challenges in translating these objectives into everyday academic practice.
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