Assam Government Defends School Mergers and Provincialisation in Assembly

Dispur, India Jul 23, 2026 ALN: The Assam government, on Thursday, defended its school amalgamation policy, updated the House on the progress of provincialising schools and teachers, and outlined measures to preserve and promote the legacy of Mahapurush Srimanta Sankardeva during the tenth day of the Budget Session of the Assam Legislative Assembly.

During Question Hour, Education Minister Ranoj Pegu, replying to a query by Samaguri MLA Tanzil Hussain of the Congress, said no new venture schools could legally be established after the Assam Non-Government Educational Institutions Act, 2006 came into force. This act was significant as it aimed to regulate the establishment and functioning of non-government educational institutions in Assam, thereby ensuring a structured approach to education. The law was introduced to address the proliferation of private schools and to ensure that educational standards were maintained across the state.

"There is no question of creating new venture schools after 2006. Any school established thereafter is treated as a private institution. Earlier attempts to provincialise schools through a 2011 law were struck down by the High Court. Subsequently, the Assam Education (Provincialisation of Services) Act, 2017 was enacted, under which large-scale provincialisation has taken place," Pegu said. The provincialisation process is crucial as it allows for the integration of privately managed schools into the government system, thereby facilitating better governance, funding, and oversight.

Hussain sought details on the government's progress in provincialising venture schools, questioned the effectiveness of the school amalgamation policy, and raised concerns over pension issues faced by retired teachers. These concerns reflect broader issues within the educational framework in Assam, where the transition from private to public management of schools has raised questions about the sustainability of educational quality and the welfare of educators.

Responding, Pegu informed the House that 3,805 Lower Primary (LP) and Middle (ME) schools had been provincialised under the 2017 Act, benefiting 9,855 teachers, subject to acquiring the professional qualifications mandated by the National Council for Teacher Education (NCTE). This statistic underscores the government's commitment to enhancing educational standards by ensuring that teaching staff are adequately qualified. Furthermore, he added that 511 Higher Secondary and Senior Secondary schools, along with the services of 5,346 teachers, had also been provincialised, indicating a comprehensive approach to educational reform.

Referring to amendments made to the Act in 2025, Pegu said the government had launched an online portal to receive fresh applications for provincialisation. This move towards digitization reflects a broader trend in governance where technology is leveraged to streamline processes and increase transparency. "So far, the process is almost 99 percent complete. We have received applications from 3,709 schools, 52 colleges, 125 degree college streams, and 23,420 teachers seeking provincialisation. These applications are currently under verification," he said. The verification process is critical to ensure that only eligible institutions and educators benefit from provincialisation, which is intended to improve the overall quality of education in the state.

Defending the government's school merger policy, Pegu said the objective was to rationalise educational infrastructure rather than shut down institutions. This rationalisation is particularly important in areas where schools are in close proximity to one another, leading to inefficiencies in resource allocation.

"Between 2016 and 2026, around 7,380 schools were amalgamated. Of these, 2,639 schools were merged during 2017-18, while nearly 1,000 schools were amalgamated between 2021 and 2026. The 2017 legislation recognised that Assam had an excess number of schools in certain areas. In many localities, three schools existed within close proximity. We have therefore merged schools with fewer than 30 students to improve resource utilisation," he said. This approach aims to consolidate resources and improve the quality of education by ensuring that schools have adequate student populations to justify their operational costs.

Sivasagar MLA Akhil Gogoi argued that only a limited number of venture schools now remained outside the provincialised system. "As far as I know, only around 500 to 600 venture schools remain listed on the UDISE portal. The Education Department has already closed nearly 8,000 schools, so only these remaining schools require provincialisation," he said. The UDISE (Unified District Information System for Education) portal serves as a critical database for educational institutions in India, providing essential data for policy planning and implementation.

Pegu, however, maintained that every application would be verified before a decision was taken. "Fewer the schools requiring provincialisation, the better it is for the system. We have already received around 3,000 applications, and each of them will be verified before any decision is taken," he said. This commitment to thorough verification is aimed at ensuring that the provincialisation process is conducted fairly and transparently, thereby maintaining public trust in the government's educational policies.

The House also discussed a demand by Hailakandi MLA Zubair Anam Mazumdar for a Teacher Eligibility Test (TET) or Assam Direct Recruitment Examination (ADRE) centre in Hailakandi district. The TET is a crucial examination for aspiring teachers in Assam, as it assesses the eligibility of candidates to teach in schools. The establishment of examination centres is vital for ensuring that all candidates have equitable access to these opportunities.

Pegu clarified that TET examinations were not being conducted at present, while the allocation of ADRE centres did not fall under the Education Department's jurisdiction. This division of responsibilities highlights the complexities involved in educational administration and the need for coordination among various government departments to effectively address the needs of educators and students.

Separately, Barpeta MLA Dipak Kumar Das of the Asom Gana Parishad sought details on initiatives to promote the teachings of Mahapurush Srimanta Sankardeva and asked whether scholarships or fellowships named after Sankardeva, Madhavdeva and Damodardeva were under consideration. Srimanta Sankardeva is a revered figure in Assamese culture and literature, known for his contributions to the Bhakti movement and the promotion of Assamese identity.

Replying to the query, Parliamentary Affairs Minister Pijush Hazarika said the government was committed to taking Sankardeva's philosophy beyond Assam. "We are committed to preserving and promoting the works and teachings of Mahapurush Srimanta Sankardeva both within and outside Assam. Sankardeva Chairs have already been established at Visva-Bharati University in West Bengal, Panjab University in Chandigarh, and Jawaharlal Nehru University in New Delhi. Students there are learning about his philosophy, literature, dance, music and artistic traditions. We will also examine the possibility of introducing fellowships in the names of Sankardeva and other Vaishnavite saints," Hazarika said. This initiative reflects a broader cultural strategy aimed at fostering a deeper understanding of Assamese heritage and promoting its rich traditions on a national and international stage.

In conclusion, the discussions in the Assam Legislative Assembly highlight the government's ongoing efforts to reform the educational landscape in the state through provincialisation and school mergers. While these initiatives aim to enhance the quality of education and optimize resource allocation, they also raise important questions about the future of private institutions and the welfare of educators. The commitment to preserving cultural heritage through the teachings of Mahapurush Srimanta Sankardeva further underscores the government's recognition of the importance of cultural identity in the educational framework. As these policies continue to evolve, the implications for students, teachers, and the broader community will be closely monitored by stakeholders across the state.