Among all the sectors that have been reduced to a state of collapse by the ongoing conflict in Manipur, the education sector stands most grievously afflicted. The state of Manipur has been ensnared in a pernicious and protracted communal conflict for over fifteen months, with cataclysmic repercussions for its students and the broader educational framework. The relentless chaos of the conflict has resulted in a range of adverse effects. One such unintended consequence, or collateral damage, is the pervasive practice of factions demanding money from educational institutions. This exploitation has further exacerbated the strain on the education system, compounding the damage inflicted by the ongoing turmoil.
Education, that hallowed cornerstone of national advancement, has tragically emerged as one of the primary casualties of this enduring strife. The coersion of funds from school authorities, educators, and transportation services has escalated to unprecedented levels. These financial exactions, often accompanied by threats of violence, have engendered an atmosphere of omnipresent fear and instability, permeating every stratum of the educational landscape in Manipur.
School administrators and teachers have found themselves ensnared by these extortionists, compelled to divert essential resources intended for educational purposes to satiate these illicit demands. Consequently, there has been a palpable decline in the quality of education, with schools grappling to sustain even rudimentary operations. Educators, already beleaguered and undercompensated, face incessant threats, compelling many to forsake their posts in pursuit of safety.
The transportation of schoolchildren, once a mundane task, has degenerated into a hazardous endeavor. Extortionists now target school van services, demanding exorbitant sums to ensure the safe passage of students. Parents, immobilized by fear for their children’s safety, often have no alternative but to accede to these outrageous demands. This additional financial burden is untenable for many families, leading to an increase in dropout rates as education becomes an unaffordable luxury.
The educational sector has been further blighted by the communal conflict itself. Numerous schools have been razed in the Kuki-Meitei conflict, exacerbating the crisis. In a tragic turn of events, many students have taken up arms to defend their villages, abandoning their education for the perilous path of combat. Others languish in relief camps, their homes and aspirations reduced to ashes. The dreams of these students have been shattered, and the once-luminous prospects of a promising future now appear as distant memories.
Bookshops and other educational resources have not been spared either. Extortionists impose hefty levies, inflating the cost of educational materials. The ripple effects of this educational crisis extend far beyond the classroom. The already precarious educational environment is deteriorating at an alarming rate, putting an entire generation at risk of being lost to illiteracy and ignorance, which could perpetuate the cycle of conflict and poverty in the region.
In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.” If Manipur is to rebuild and move towards a brighter future, it must prioritize the restoration and protection of its education system. Only then can the state hope to emancipate itself from the shackles of conflict and pave the way for a prosperous and peaceful society.
In a valiant effort to champion a disturbance-free educational environment, the Democratic Students Alliance of Manipur (DESAM), under the aegis of the Coordinating Committee on Disturbance Free Educational Zone Demand, has been fervently advocating for a ‘disturbance-free education zone’ in recent years.
In an exclusive interview with the Imphal Review of Arts and Politics (IRAP), Mayengbam Somorjit, the president of DESAM and the convener of the Coordinating Committee on Disturbance Free Educational Zone Demand, elucidated on the committee’s relentless endeavors to ensure a safe educational environment in Manipur.
Excerpts from the interview:
Imphal Review of Arts and Politics (IRAP): What prompted the formation of the Coordinating Committee on Disturbance-Free Educational Zone Demand, and why is it deemed essential?
Mayengbam Somorjit: The challenges faced by Manipur’s education sector have been numerous and persistent, consistently undermining the quality of education for many years. We observed that the existing strategies, rules, and regulations followed by educational institutions were insufficient to elevate educational standards. Our public discourse revealed a widespread dissatisfaction with the state of education and its management.
In response, the Democratic Students’ Alliance of Manipur (DESAM) conducted an in-depth study over several years and established this Committee with the aim of enhancing educational quality. On July 5, 2008, we organized a major rally from THAU Ground to Khuman Lampak, drawing thousands of supporters advocating for a better and disruption-free education system in Manipur. Since then, we have commemorated this date annually to address ongoing disturbances and evaluate progress.
Our efforts focus on minimizing disruptions caused by various organizations, individuals, or governmental failures in enforcing effective regulations. It is essential to ensure that education remains disturbance-free to equip students with the knowledge and skills necessary to build a better Manipur. Education is crucial for providing our youth with the tools to compete on a global level, and the persistent interruptions in our education sector continue to hinder our collective progress.
IRAP: Given the conflict situation in Manipur, does the committee feel an increasing need for its existence now more than ever?
Mayengbam Somorjit: The need for our committee has always been significant, even before the recent conflicts. Manipur has long been a conflict zone, facing numerous issues that disrupt daily life, including the education sector. Bandhs, general strikes, and total shutdowns are common and have historically affected the ability of schools and colleges to function for the required number of days each year. Before 2008, these disturbances already existed, making it difficult to provide consistent education. Additionally, our education sector has faced long-standing problems such as a shortage of teachers, inadequate infrastructure, and delays in policy implementation by the government. These issues collectively undermine the quality of education. Therefore, our committee’s role in addressing and mitigating these challenges has always been crucial and remains increasingly vital amid the ongoing conflicts.
IRAP: What measures has the committee implemented this year to tackle the disturbances in the education sector?
Mayengbam Somorjit: This year, we marked the 17th anniversary of our committee and utilized this occasion to focus on addressing the current challenges in the education sector. We presented six key demands aimed at mitigating disturbances and enhancing the quality of education. Our foremost demand is directed at insurgents and armed groups, urging them to cease making hefty monetary or material demands from educational institutions. The conflict that started on May 3, 2023, has exacerbated these demands, placing an immense burden on schools, teachers, and service providers.
Historically, during times of crisis, the community contributed voluntarily. However, the current trend involves coercion and threats, which have created an environment of fear and pressure. Educational institutions, teachers, and even school van service providers are being targeted, leading to severe disruptions. Some school authorities have expressed their inability to meet these demands and have considered shutting down if the threats persist, as they lack alternative means to counter these disturbances. This situation is akin to extortion and is a serious threat to the stability of our education sector.
We keep appealing to all parties involved to refrain from pressuring educational institutions beyond their capacity, as it hampers the teaching-learning process and deteriorates the overall quality of education. Our committee is actively engaged in discussions and efforts to address these issues, recognizing the critical need to protect and improve the education sector in Manipur amidst these challenging times.
IRAP: What types of demands or specific challenges have educational institutions faced this year?
Mayengbam Somorjit: This year, we have observed unprecedented trends in the demands placed on educational institutions. Unlike in the past, where bulk sums might have been requested, school authorities are now being pressured to impose additional charges on students’ monthly tuition fees, typically around 50 or 100 rupees. These added fees are then collected by teachers from the students and handed over to various groups or individuals. This form of extortion is particularly burdensome for private institutions.
In the Imphal area, where students generally manage to pay their tuition fees regularly, this extra financial burden still poses significant challenges. However, many students in other parts of the state struggle to pay their monthly fees, putting additional strain on school authorities who are already finding it difficult to pay teachers’ salaries and manage operational costs. These added demands are pushing some schools to the brink of shutting down.
If schools are forced to close, it will have a ripple effect, impacting not just the students but the entire community. Today’s students are the future assets of our state; their proper education is crucial for the prosperity and development of Manipur. Disturbances in the education sector threaten to jeopardize the state’s future, making it imperative that we address and mitigate these issues to ensure a stable and thriving educational environment.
IRAP: What are the responses and positive outcomes of the efforts made by the Coordinating Committee on Disturbance-Free Educational Zone Demand?
Mayengbam Somorjit: Since 2008, the Coordinating Committee on Disturbance-Free Educational Zone Demand has made significant strides in advocating for the protection of educational institutions from disruptions caused by public protests. One of our primary efforts has been urging the public to avoid blocking roads or calling general strikes as a form of protest. When such actions are deemed necessary, we have consistently appealed to ensure that students and educational institutions are spared from the impact. Our message has emphasized treating education as an essential service.
As a result of these efforts, the disruption of student transportation and access to schools, colleges, and universities has been minimized to a certain extent. Many organizations have begun to support our demands, recognizing the importance of maintaining uninterrupted educational activities. This collective support has led to tangible improvements.
A notable example of our success is the reduction in extreme actions such as kidnapping students for ransom. The tragic incident involving Lungninla Elizabeth, who was kidnapped and killed, highlighted the severe threats faced by the education sector in the past. However, due to our persistent efforts and the public’s growing awareness and opposition to such acts, we have not heard about cases of student kidnappings these days.
Similarly, there have been instances in the past where teachers and school authorities were kidnapped or assaulted, and their family members were targeted for ransom if demands were not met. These incidents have also seen a marked decline. The community’s collective stance against these violent acts has played a crucial role in reducing such threats, contributing to a safer environment for educational professionals and institutions.
IRAP: Do you encounter educational institutions that have not faced monetary demands and pressure? What is your appeal to the public to help make education free of disturbances for a better future of the state?
Mayengbam Somorjit: Unfortunately, it seems that almost all schools have faced monetary demands and pressure from various groups. Reports indicate that each institution has been targeted by around 12 to 20 groups, each with varying demands. These demands are often hefty, creating significant struggles for the institutions. Some groups have demanded large sums from school principals, individual teachers, or even the founders of the institutions. Both private and government schools are affected by these demands, making it a widespread issue.
Our Coordinating Committee is composed of 14 organizations, including two student organizations, DESAM and AIMS, the All Manipur College Teachers’ Association (AMCTA), the Manipur Government Higher Secondary Lecturers’ Welfare Association, the All Manipur Elementary School Teachers’ Association Zone (AMESTA), a school student transport association, a guardian association, and many others. These organizations, along with support from various other groups and individuals, work tirelessly to address these challenges. However, it is not solely the responsibility of our committee to bring about change. We strongly appeal to the public and all organizations to join us in our efforts to make education free of disturbances. This collective effort is crucial for the well-being of our students, children, and the future of Manipur. By working together, we can ensure a stable and supportive educational environment, free from the pressures and disruptions that currently hinder our progress. Education is the cornerstone of our state’s future, and it is imperative that we protect and nurture it.
The writer is a media scholar and professional
