Chintan Shivir in Kokrajhar lays stress on school dropout rates  

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HT Bureau

KOKRAJHAR, April 7: A Chintan Shivir was held on Monday that focused on tackling the issue of school dropout students in Kokrajhar district.

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The event was organised by the District Administration of Kokrajhar, in collaboration with the Department of Education and Samagra Shiksha, at the KDSA Indoor Stadium.

The meeting was attended by Gossaigaon MLA, Jiron Basumatary, Kokrajhar District Commissioner Masanda Magdalin Pertin, BTC Director of Education Jagadish Chandra Brahma, along with principals of various educational institutions and representatives from NGOs and stakeholders.

The Chintan Shivir was convened in the wake of the dismal performance of Sixth Schedule districts in the recently declared Gunotsav 2025 results, where BTR districts such as Udalguri, Baksa, Chirang, and Kokrajhar ranked at the bottom across the state.

The meeting emphasized on identification the underlying causes of school dropouts and to devise practical, sustainable strategies to re-engage students with the education system and to explored ways to improve the overall educational scenario in the region.

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The meeting stressed the need for collaborative efforts at all levels—government, institutional, and community—to ensure universal access to quality education in Kokrajhar and other Bodoland Territorial Region (BTR) districts.

Several ssues including socio-economic factors contributing to dropout rates, lack of inclusive learning environments, and urgent need to reintegrate out-of-school children. Emphasis was also laid on promoting community participation, improving the quality of teaching, and strengthening the overall education infrastructure.

Speakers underlined that reducing dropout rates would require collective responsibility and long-term commitment from the government, educational institutions, civil society, and families alike.

The shivir concluded with a call for concrete action plans and coordinated efforts to ensure that no child in the Bodoland Territorial Region was left behind in receiving quality education.

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