Voices from the Field
The NECTAR project is in the final year of implementation, and it has made several strides that cannot always be statistically captured. To gauge its reception on the ground, we connect with the District Project Assistants (DPAs), who coordinate closely with the schools, teachers, students, community, district education offices, and district administration. Presented below are anecdotal accounts of the observations made by them.
1. Could you highlight examples of positive transformation of students, teachers, school leaders, and district establishment as a result of the NECTAR project?
Classroom learning has become more interactive and interesting as teachers engage students in learning through visual aids and Teaching Learning Materials (TLM) procured with the Performance Incentive Grants (PIG). To cite a specific example, one student at GPS Sowa Changle, who was usually very quiet, started naming the birds and animals using the TLM posters hung on the classroom walls.
Some meaningful changes can be seen in both the school environment and student behaviour following the project intervention. There is improved participation in classroom activities, better coordination among teachers, and a more positive learning atmosphere overall. Schools have become more proactive in organising academic and co-curricular activities, and in some cases, attendance and punctuality have improved as well.
One visible change is improved enrolment, especially at the foundational level, through the PIG programme. Beyond numbers, there is an attitudinal shift, with schools becoming more active in documentation, reporting, and planning. I also observed stronger participation from SMCs, SMDCs, and community members. In some schools, discussions even moved toward long-term improvement plans beyond the project period. One of the most encouraging changes is witnessing schools begin to take ownership without waiting for departmental direction.
At GPS Benreu, the renovated classrooms and improved sanitation facilities have created a more conducive learning environment and significantly increased student attendance. Through Professional Learning Communities (PLC), teachers have adopted child-centric and activity-based teaching methods. For example, teachers at GPS Nzau Namsan have started using group learning, TLMs, and continuous classroom assessments, making lessons more engaging and enhancing students’ participation.
Many school heads have become more proactive in academic planning, school monitoring and community engagement. They now regularly review learning outcomes, conduct staff meetings with a clear action plan, and work closely with SMCs/SMDCs and village leaders.
At the district level, NECTAR has strengthened coordination among education officials, schools, and the community. The introduction of digital governance systems like the SMILE App and the Education Management Information System, has enhanced accountability. Monitoring through regular school visits and evidence based planning to address school specific needs have also been strengthened.
2. How is community participation important for effective and sustainable improvements in school education? Please share some examples you have encountered.
When SMCs, SMDCs, and village leaders are active, schools can successfully implement development activities, maintain infrastructure, and create a supportive learning environment. Through the PIG community empowerment initiative, there is a greater sense of community ownership of schools.
In several schools such as GHS Sotokur, GMS Kiutsukiur, GPS Kuthur B, GPS Shamator Village, and GHSS Shamator, the community voluntarily contributed locally sourced materials, labour, money, and refreshments during renovation works under PIG. Among other things, they erected school gates and fences, renovated roofs, painted classrooms, and built waste management facilities.
In GMS Rurur ‘B’, teachers invited local artisans from the village to teach boys and girls bamboo basket making and traditional handloom weaving respectively, to preserve local culture, develop practical life skills, and encourage creativity.
There are several inspiring examples that demonstrate the impact of community participation. For instance, at GMS Hezulho, the SMC Chairman mobilised over thirty villagers who voluntarily repainted the school’s roof and contributed bamboo for renovations. At GMS Nito, the Assistant Headmistress and teachers collectively sponsored the education and hostel expenses of a needy student. Their commitment goes beyond official responsibilities, ensuring that no child is deprived of educational opportunities due to financial constraints.
Another commendable example is the Ato Area GB Association, which arranged for the electrification of the staff quarters and mobilised the community to clear the dense jungle around the school. These initiatives have created a safer and supportive learning environment.
At GPS Nihokhu, the Head Teacher and the SMC Chairman jointly mobilised additional resources and contributed the necessary materials to plaster a major portion of the school compound that became muddy during rains and hindered students from outdoor activities. Their determination reflects a genuine commitment without limiting themselves to the available funding.
School improvement is sustainable only when the community takes ownership. The NECTAR project’s community empowerment initiatives have created a significant impact. For instance, during PIG implementation, GPS Peletkie’s School Management Committee actively participated in identifying the school’s needs, monitoring renovations, and ensuring transparency. Parents regularly attend meetings to discuss students’ attendance, learning progress, and school development.
In GPS Bana Colony, community members voluntarily contributed labour and locally sourced materials to construct a classroom. Student enrolment also improved from 26 students in 2024 to 37 students in 2026. Parents have also become more supportive of their children’s education by ensuring regular attendance and encouraging participation in school activities. Such participation creates a positive atmosphere where education becomes a collective responsibility.
Schools achieve better and sustainable outcomes when school heads, teachers, parents, and community leaders share responsibility for children’s education. This is demonstrated by schools like GHS Kasha, which set up different committees for Discipline, Sports, Literature, Social Work and Cleanliness, Beautification, Safety and Health, Staff and Students’ Welfare, and Eco Club. Schools such as GHS Kasha and GHS Sendenyu provide free hostel accommodation, remedial classes, and tuition for students appearing in HSLC. The initiative offers students with dedicated study hours, peer learning opportunities, and continuous academic guidance before board examinations.
GMS Tsosinyu conducts regular monthly Parent-Teacher Meetings (PTMs) and organises teacher led home visits to improve student enrolment and retention. Besides free remedial sessions, the school also imparts handicraft skills to preserve local heritage.
Active community participation and continual support are much needed to sustain improvements in education, as they help create a conducive learning environment for students. For instance, at GPS Chekiye Aqasa, which is situated in a low-lying area and had major waterlogging issues during the rainy season, the Chekiye Village Council contributed to earth filling to help resolve the problem.
3. How have the students, teachers, and community responded to the project initiatives?
The response from students, teachers, and the community to the project initiatives has widely been positive. Students of GMS Kuhoxu shared that the new TLMs and activity-based teaching make lessons more interesting and effective. A student mentioned that the renovated classrooms and new learning aids have encouraged regular school attendance. The student also expressed greater confidence in solving mathematical problems and participating in classroom discussions.
Students of GPS Viyito stated that the enhanced classrooms with better furniture and child friendly learning materials make learning enjoyable. One student particularly appreciated the outdoor learning activities and collaborative learning with peers. Another student said that teachers now apply practical demonstrations rather than solely reading from textbooks, improving understanding and retention.
Teachers also reported that NECTAR has strengthened their teaching practices through continuous professional development, mentoring, and the use of learner-centred approaches. They observed improved classroom participation, better student engagement, and increased confidence among learners.
The community has responded enthusiastically, with the SMCs, Village Councils, and parents actively contributing labour, local materials, and voluntary services. Their willingness demonstrates a growing sense of ownership and a shared commitment to creating better learning opportunities for children.
Allowing the community to decide school developmental activities based on their specific needs have resulted in active decision-making and implementation. For instance, in GPS Dungkhao, the SMC willingly donated labour and materials enabling the school to complete work beyond the allocated budget.
Teachers have enhanced their skills through Professional Learning Communities, enabling classrooms to adopt a more practical and holistic approach.
There is a great enthusiasm among students to attend school as the learning environment is more child friendly and safe. Proper seating, sanitation, remedial classes, and regular PTMs have improved attendance and retention.
The emphasis on community empowerment has proven to be impactful. In GHS Yachem, the student body provides a warden for the hostel run by the school. The community also provides food and other resources for the students.
The teaching and learning environment is now more attractive and enjoyable for students through the promotion of BaLA, TLMs, sports, cultural programmes, field trips, and traditional knowledge sharing such as handicrafts, weaving, folktales.
The emphasis on detailed documentation and student-centric teaching, physical inspection, and the involvement of parents and community leaders has enhanced efficiency and accountability among teachers. Capacity building programmes for teachers have also equipped them with better lesson planning, assessment of students’ needs, and child-centric teaching methods. The implementation of the SMILE app has enhanced regularity and confidence in using digital tools among teachers.
SMCs and SMDCs have a greater awareness of their roles and responsibilities. Equipping them with information and involving them in planning and execution of school development work and co-curricular activities has created a feeling of empowerment. Parent-Teacher Meetings have seen increased attendance, resulting in improved enrolment, regular attendance, home assistance, and better student performance.
PIG has empowered the SMCs and SMDCs, and many now view the school as a community asset. For instance, in GPS Lizu Naghuto, the community has utilised VDB funds to construct a water tank, a toilet, a waiting shed, and the school gate, while mobilising volunteers for the school’s upkeep. In several clusters, village councils have also donated land for the Lighthouse School Complex.
Among teachers, the initial apprehension towards digital tools and activity-based methods has largely given way to appreciation as PLCs strengthen peer learning and the Teach Tool supports structured, non punitive feedback. Increased use of TLMs and group work was also observed during monitoring visits.
Students report increased confidence in class participation after the introduction of activity based learning and child-friendly classrooms. In schools with improved sanitation and seating infrastructure, attendance and retention have noticeably improved. The free remedial classes run by the Area Student Union in Lizu Naghuto reflect how even youth organisations are stepping in to support learning.
4. In your observation, what impact has the project created at the district level?
The project has made a remarkable impact especially at the SMC/SMDC level. They are now capable of making proposals, planning needs-based development, monitoring work execution, and ensuring the efficient utilisation of funds. The community has also developed a sense of ownership, enhancing transparency in developmental work.
GPS Tobu Village and GMS Totok Chingha have shown that community participation can impact both the school and the community. Many improvements can be seen in ensuring basic school infrastructure such as the school signboard, school gate, benches and desks, renovated floors and ceilings, and colourful Building as Learning Aid (BaLA).
The project has created a positive impact at the district level by promoting innovative learning practices, strengthening school community collaboration, and improving the overall educational environment in participating schools. It has helped increase visibility and awareness of quality education initiatives through various district-level activities, training, and programmes.
Teachers have become more motivated and better equipped with improved teaching methods, while students have shown greater participation, confidence, and interest in both academic and co-curricular activities. The project also encouraged stronger involvement from communities, SMC/SMDC and local stakeholders, resulting in better support for schools and student learning.
NECTAR is promoting better coordination among schools and education officials, enabling effective planning, monitoring, and supporting quality education at the district level. District education officials are now proactive in monitoring and planning. They engage more actively with School Management Committees, village authorities, and other local stakeholders.
Professional development for teachers and school leaders through the Professional Learning Communities (PLCs) and the School Leadership Development Programme (SLDP) is enabling schools to share good practices and collaboratively solve common challenges.
The project has created a strong “we feeling” among the community in the district. Through the SMCs and SMDCs, the community is empowered to play a crucial role in various decision-making processes for school improvement.
5. Which initiative of the project do you consider the most impactful, and why?
Different initiatives of the project have been impactful in various ways. The capacity building of teachers and school leaders will create lasting institutional change. Improved instructional practices, stronger school leadership, and continuous mentoring directly influence student learning outcomes and establish a culture of continuous improvement.
Another visible impact is the enhancement of the learning environment in schools. Lessons can be drawn from GHS Khulazu Basa which has introduced a play court, fencing, plantation around the campus, and wall art with support from NECTAR. The school has become a conducive and enjoyable space for learning for the students, and it currently has an enrolment of over 100 students.
The Lighthouse School Complex (LSC) model is one of the most impactful initiatives of the project because it has brought together different stakeholders such as students, teachers, school heads, district education officials, parents, the community, and district administration to work toward a common goal of improving education. This collaborative approach strengthens accountability, coordination, and ownership, making the LSC a sustainable model for school improvement.
The Performance Incentive Grants programme is widely considered one of the most impactful, as it strengthened the formation and functions of SMCs and SMDCs and mandated monthly meetings, truly encouraging active participation and nurturing a sense of responsibility.
One notable example is GPS Yonyu, situated in one of the most rural areas of Tuensang, facing impending closure due to poor infrastructure. It was revived with the judicious use of PIG and free labour by the community. The classrooms are now completely transformed, inspiring teachers and students to teach and learn in a pleasant environment. Co-curricular activities provide students with new opportunities to engage in diverse experiences, including sports, outreach activities by visiting historical sites, handicrafts, sewing, and other life skills.
6. How do you expect the project initiatives to be sustained and carried forward at the grassroots level?
The project has reached the most far flung schools in the district and enhanced their conditions. The Lighthouse School Complexes will anchor academic support and resource sharing for nearby schools, delivering quality education in remote areas.
NECTAR provided the impetus — PIG built ownership, Teach Tool built practice, PLCs built collaboration. Sustainability means embedding these into SMC bylaws, village plans, teacher routines, and block monitoring. With the community as custodian and SMCs as managers, progress will follow.
The NECTAR project has widely awakened the enthusiasm of the community, which had been somewhat dormant previously. It has trained and empowered the community by closely engaging with SMCs/SMDCs, churches, and local organisations. The project has kindled a sense of accountability, participation, ownership, and collective decision making based on localised needs. These are key factors that will sustain and carry forward the project initiatives at the grassroots level.
NECTAR has successfully strengthened the foundations of school education through infrastructure development, community and SMC/SMDC empowerment, teacher capacity building, and digital systems for attendance and data management. Fostering community ownership is leading to active collaboration in school management and decision making. This will sustain the project’s initiatives and drive continuous development and positive long term change.
I believe the sustainability of the project at the grassroots level will depend on how well its practices become part of the regular functioning of schools, communities, and the education system. This requires continued ownership by teachers, school leaders, School Management Committees (SMCs), communities, and district education officials.
7. Is there anything else you would like to share about the project based on your personal experience?
From my experience in the field, the greatest achievement of the NECTAR project is not the infrastructure development, but the change in people’s mindset.
Teachers are more motivated to innovate, students are more confident and eager to learn, school leaders are taking greater responsibility, and communities increasingly recognise that quality education is a shared responsibility.
The project has demonstrated that meaningful change happens when the government, schools, teachers, students, and the community work together with a common vision. The ownership created at the grassroots level is perhaps the project ‘s most valuable legacy, and with continued commitment, the positive impact will extend well beyond the project duration.
One area that could be improved is coordination of timelines and activities across different programmes under the Department. At the grassroots level, teachers often handle multiple initiatives simultaneously while also managing academic responsibilities. Since many activities are time-bound, overlapping schedules can sometimes create pressure and affect the quality of implementation. A more integrated implementation calendar and better interdepartmental coordination could help reduce duplication and make execution more practical for schools.
There are three personal takeaways from Zunheboto:
i. Trust travels faster than directives: PIG was the spark, but trust sustained it. For instance, in GPS Lizu Naghuto, once the SMC saw funds reaching on time and decisions resting with them, they brought in the VDB, the Area Student Union, and even engaged in community labour. No circular could have ordered that convergence. Ownership did.
ii. Small grants create big conversations: PIG enabled SMCs to sit, plan, prioritise, and account. The project made education a public conversation again.
iii. The real metric is permanence: When a PLC cluster meets without the EBRC’s push, or when a village builds and maintains a toilet, we’ve created permanence.
In my experience, even the remotest school can lead its own transformation when there is trust, clarity, and timely support.