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School curriculum of Naga indigenousness need of hour: NEA

Nagaland News

KOHIMA, JUNE 14: Nagaland Education Association (NEA) while stressing that the education system in the State must respond to the needs and aspirations of the Naga people, today maintained that a school curriculum of Naga indigenousness is the need of the hour.
The curriculum will help the children of Nagaland to learn about the rich intellectual, cultural values and heritages of the Nagas so as to inculcate in children a strong sense of love for Naga patriotism, said NEA president Dr Zavise Rume while addressing a press conference here.
Rume said that prior to the modern school education introduced in Nagaland, Nagas did not have any formal system of instructions, however, Nagas had their own refined system of learning.
“Nagaland was a storehouse of vast indigenous knowledge. We had a unique method of learning through hands-on practical experiences, practical life and oral tradition”, he said.
These indigenous practices were influenced by deeply rooted Nagas’ ethos of pragmatism, he said while maintaining that there is an urgent need to bring back this great Naga tradition to the school system of education to produce well-rounded and productive individuals.
In this, he said an indigenous Naga curriculum would celebrate the ideas of the Naga philosophers, thinkers, leaders, parents and elders.
Naga indigenous knowledge system must be sustained and promoted through active support of the societies that are traditional storehouses of the indigenous knowledge, be they villagers or tribes, social organizations and the environment in which they live, he said.
Activity-based and practical-oriented learning was the most significant method of the Naga indigenous education and we must promote this in our school education, he said.
Dr Rume said that there is a need for innovative ways of preserving the erosion of Naga indigenous knowledge and it is here that education should play a very significant role.
The school curriculum must inculcate and nurture in children a sense of pride in being a Naga, a rootedness and pride in Nagaland, and its rich, diverse, ancient and modern culture and knowledge systems and traditions, he said.
The NEA president also pointed that the National Education Policy (NEP) 2020 envisages that, experiential learning approach to teaching-learning is adopted in all stages, including hands-on practical learning, arts-integrated and sports-integrated education, storytelling-based pedagogy within each subjects, and explorations of relation among different subjects.
Education must play multiple roles of strengthening the Naga identity intimately associated with the study of the rich Naga cultural heritages and traditional values, he said.
The NEP 2020 envisages that all the curriculum and pedagogy should be redesigned to be strongly rooted in the Naga local context and Naga ethos in terms of cultural, traditions, heritage, custom, language, geography, ancient and contemporary knowledge, social and scientific needs, indigenous and traditional ways of learning, he said.
Naga indigenous education should be the foundation and basis of the modern school education system in Nagaland, Dr Rume maintained while seeking the support and cooperation of all stakeholders in reviving the traditional Naga knowledge and education.
The NEP 2020 calls for the preservation and promotion of languages, arts and culture to produce empowered, holistic and well-rounded individuals equipped with the 21st century deeply rooted in culture, ethos and values, he said.
“We must inculcate in the young minds of Naga students a rootedness and pride in being Nagas and their rich diverse ancient and modern cultures, traditions and indigenous knowledge system”, said Dr Rume.
(Page News Service)

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