SHILLONG, JUN 23: Chief Minister Conrad K. Sangma on Tuesday said Meghalaya’s Performance Grading Index ranking does not capture the actual work happening across the education sector, and attributed many of the state’s shortcomings to reporting and monitoring gaps rather than lack of initiatives.

Chairing a comprehensive review of the Education Department at the State Guest House, Taraghar, Sangma said the state’s performance in PGI needed to be seen in context. 

Officials presented an indicator-wise analysis of gaps and the steps being taken to improve data management, compliance, and school-level interventions.

The Chief Minister emphasized that Meghalaya’s ranking does not accurately reflect the work being carried out across the education sector and noted that many shortcomings stem from reporting and monitoring gaps rather than an absence of initiatives. 

To address this, Sangma directed the department to put in place a structured monitoring mechanism and make greater use of technology and data analytics to pinpoint schools and areas needing intervention. 

He stressed that fixing how data is captured and reported would be as critical as adding new infrastructure.Reviewing the ground situation, the Chief Minister asked officials to prepare actionable, school-specific plans to address deficiencies in infrastructure, administration, and data reporting. 

He reviewed gaps across indicators and said individualized communications highlighting school-specific PGI shortfalls had already been sent to institutions across the state. Workshops and orientation programmes for principals, teachers, and district officials are also being planned to improve understanding of PGI indicators and reporting requirements.

On infrastructure, Sangma stressed improving access to ICT facilities, smart classrooms, science labs, libraries, reading corners, art rooms, rainwater harvesting, and drinking water. 

He told officials to identify low-cost, phased interventions that schools can implement to meet standards while building better learning environments over time.Student welfare and inclusive education also featured in the review. 

The department presented plans to strengthen facilities for Children with Special Needs through ramps, accessible toilets, assistive technologies, and teacher training. Sangma directed that schools be supported to meet accessibility norms so students with disabilities get the right assistance. 

He also reviewed health, nutrition, career counselling, and cyber safety initiatives, and underlined the need to integrate these with education to improve wellbeing and learning outcomes.A detailed discussion was held on adolescent girls’ health. 

The department outlined a programme to improve access to sanitary pads, strengthen menstrual hygiene awareness, ensure functional toilets, provide safe disposal, and tackle nutrition and anaemia. 

Sangma said menstrual health should not be treated only as an infrastructure issue since it directly affects attendance, health, and outcomes. 

He directed officials to build sustainable models that can be scaled statewide, including the possibility of local production of biodegradable pads through Self Help Groups.

The Chief Minister also asked for school-wise assessments of toilets and drinking water, with institutions classified by specific needs like water supply, storage, rainwater harvesting, and solar pumping. He said solutions must be tailored to local conditions instead of a one-size-fits-all approach.

Officials briefed him on efforts to strengthen Parent-Teacher Meetings and community participation, and on a new communication initiative called MECON to showcase education programmes through simple, human-centred storytelling.

Concluding, Sangma directed the department to prepare a comprehensive roadmap with clear timelines, funding needs, and monitoring mechanisms to improve PGI performance, strengthen school infrastructure, and raise learning outcomes. 

He reiterated the government’s commitment to ensuring every child in Meghalaya gets access to quality education and supportive learning environments.