The author, Dr. Aniruddha Babar, is an Academician and a Researcher. He is also the Director of “Project Constitutional Justice”

In the heart of Eastern Nagaland, beneath the shadow of towering hills and amidst the winding rivers, lies a community  struggling for the future of its youth. The echoes of dreams long delayed reverberate through the villages, where children stare out across vast distances, hoping for a better tomorrow that seems just beyond their reach. Each day, they face a harsh reality-limited opportunities, rising costs in the cities, and the constant burden of poverty. Yet, there is an undeniable spark of resilience that flickers in the hearts of these communities, a quiet but powerful determination to rise above the struggles of today and build a future that will shine for generations to come. The strength of the Eastern Naga people is their greatest asset, but they need the resources and infrastructure to truly realise their potential. Now, as the call for action grows louder, it is time to unite in faith and purpose, to forge an educational revolution that will empower the youth of Eastern Nagaland. The dream of building community colleges-led by the church and driven by the strength of the people-can no longer be a distant hope; it must become the reality that defines the destiny of this land. The hour is upon us, and the time to act is now. This is a defining moment for our communities, one where we must stand together, drawing strength from our shared history and values, to secure the future we desire.

This vision of educational empowerment is crucial, particularly in Eastern Nagaland, where access to higher education remains limited. With government-run colleges hardly few (and they are already under extreme burden and pressure) and far between, students from remote villages face tremendous challenges in accessing quality education. The absence of local institutions has led to a significant divide, leaving students with no choice but to migrate to urban centres like Kohima, Dimapur, and Chumoukedima. However, these cities, which once promised hope, have become increasingly expensive, with the rising cost of living and insufficient scholarships to cover essential expenses like travel (it costs a lot – for eg a student traveling from Dimapur to say- Chipur village or Sanglao or Choklangan Village in Noklak will have to spend more than 3500 rupees for a single, one way trip- all inclusive multi- vehicle transportation + daily to & from Auto/ Bus fare) trip, food, uniforms, hostel, mess fees and also medical charges (dispensary visit, hospitalisation etc) As a result, many students, particularly from poor backgrounds, find themselves caught in a cycle of financial strain, unable to afford the education they desperately need. For many, this financial burden leads to early exits from their education, cutting short dreams and potential. The need for a local solution has never been more pressing. It is clear that Eastern Nagaland must take ownership of its educational future and build institutions that cater to the specific needs of its people. Only by creating local colleges can we break the cycle of poverty and ensure that the next generation is equipped to overcome the challenges they face.

The limited access to higher education in Eastern Nagaland is not only a social and developmental challenge but also a violation of constitutional rights. In Mohini Jain v. State of Karnataka (1992), the Supreme Court declared that the right to education is integral to the right to life under Article 21. It held that education is fundamental for living a life of dignity and for enabling the exercise of other fundamental rights. In this case, the Court struck down the practice of charging capitation fees, as it restricted access to education based on economic status, violating the right to equality. Building on this principle, in Unni Krishnan v. State of Andhra Pradesh (1993), the Supreme Court clarified that while primary education is a fundamental right, the State also has a duty to ensure equitable access to higher education. The Court emphasized that no child should be denied education because of financial or geographic barriers, making it clear that educational opportunities must be accessible to all.

These rulings underscore the constitutional obligation to address the stark disparities in educational access that exist in Eastern Nagaland. The absence of higher education institutions forces students to migrate to urban centers, placing undue financial strain on families and leading many to drop out prematurely. This neglect violates Article 14, which guarantees equality before the law, and Article 15, which prohibits discrimination. It also contravenes Article 41 of the Directive Principles of State Policy, which directs the State to ensure educational opportunities within its means. Addressing this systemic neglect is not merely a matter of social justice but a constitutional mandate, requiring urgent and sustained intervention by the State to uphold the rights of the youth in Eastern Nagaland.

As someone who is intimately familiar with Eastern Nagaland, it is clear that the creation of unique educational institutions within the region is the key to overcoming these challenges. Having witnessed the struggles of students and families firsthand, it is time for the people of Eastern Nagaland to take ownership of their educational future. Rather than waiting for external help, we must look inward and begin building the educational infrastructure we so desperately need. The solution lies in the establishment of community colleges, which can serve as local hubs of education and innovation. These colleges would not only provide a quality education but also be a source of local pride and empowerment. By empowering the church to take the lead in building and running these colleges, we ensure that they are rooted in the values of the community and accessible to all. The church, which already plays a central role in the social and spiritual life of Eastern Nagaland, can guide this process, ensuring that the colleges serve the collective needs of the people. Through this initiative, education will not only become more accessible but will also reflect the unique cultural and spiritual values of the region. This community-driven approach would provide a much-needed alternative to profit-driven institutions that often prioritise financial gain over the needs of students. This would ensure that education remains an inclusive, community-based process, rather than an exclusive and elitist endeavour.

The Bible teaches us that “Let each of you look not only to his own interests, but also to the interests of others” (Philippians 2:4). This spirit of selflessness is key in the creation of community colleges that prioritise the well-being of all, especially the most vulnerable. By placing education in the hands of the church, we ensure that it remains a collective resource for the entire community. This will allow us to build institutions that serve the common good, providing opportunities for every student, regardless of their background. The church’s leadership in this endeavour would help foster a sense of unity and social responsibility, ensuring that these colleges are not just places of learning, but also centres of service and community-building. These colleges will be sanctuaries of hope, where young minds are nurtured to grow into responsible citizens, ready to contribute to their communities and the world. When we work together as a community, we can create an educational system that is inclusive, equitable, and sustainable. The church’s involvement in these colleges will provide the necessary moral and spiritual guidance to help them stay focused on their mission of service, ensuring that the students who graduate from them are not only academically successful but also morally grounded and committed to serving others. Education will thus become the tool that equips students with the skills and values needed to thrive in an increasingly complex world.

As Malachi 3:10 instructs, “Bring the whole tithe into the storehouse, that there may be food in my house.” We are reminded in the Bible that our resources are meant to be shared for the greater good. In the same way, it is time for the people of Eastern Nagaland to invest in the future of our children and our communities. We are already accustomed to paying tithes to support our church and our faith. Now, let us consider how we can give a little more-whether it is through our financial contributions, our labour, or our time-to build at least one college in each district of Eastern Nagaland. This is not something that should be left to outsiders to do for us; rather, it is something that we, as a community, must take ownership of. From the poorest labourer to the wealthiest businessman, and even bureaucrats from Eastern Naga tribes, everyone in Eastern Nagaland has a role to play in this effort. By coming together and pooling our resources, we can turn this dream into a reality. The creation of these colleges will not only be a symbol of our unity but also a tangible result of our collective effort. Each of us has something to contribute, and together, we can make a lasting impact on the future of our region. This is a call to action that transcends individual interest-it is about securing a future where the dreams of every child in Eastern Nagaland can be realised, regardless of their financial situation or geographical location.

How long will we wait for God’s intervention? Who knows, perhaps God is waiting for us to intervene. In James 2:17, the Bible reminds us that “Faith by itself, if it is not accompanied by action, is dead.” This speaks to the urgency of our situation-waiting for external solutions or divine intervention is not enough. We must take proactive steps to create the change we want to see in our communities. The role of Tribal councils, student bodies, and even local MLAs and Eastern Naga bureaucrats in this process will be absolutely crucial. These institutions, with their established structures and influence, have the power to catalyse this initiative. Local MLAs, with their position of authority and understanding of the needs of their constituents, can help facilitate the process by advocating for necessary policy changes, providing logistical support, and ensuring that this vision receives the attention it deserves at the government level. Eastern Naga Bureaucrats, with their expertise in managing resources and overseeing development projects, can provide invaluable guidance in the planning and execution of these community colleges. They, too, must step forward, not as distant figures, but as active participants who understand the urgency of the cause. Tribal councils and student bodies, with their deep connection to the people and their influence on the ground, will play pivotal roles in mobilising resources, rallying support, and ensuring that these institutions remain firmly grounded in the needs of the community. Together, these leaders can help shape the direction of this initiative, ensuring that it reflects the collective aspirations of the people and remains sustainable in the long term.

Eastern Nagaland National Workers must also play an active role as key members of the community. They are integral stakeholders in the mission to build a brighter future for the underprivileged children of Eastern Nagaland. Their participation is essential for the success of this initiative, as they possess both influence and a deep connection to the people. Education is not merely a right; it is the cornerstone of justice, equality, liberty, and fraternity. By supporting this vision, they will help lay the foundation for a future where every individual-regardless of their background-can reach their full potential. Their dedication to this cause will not only fortify the movement but also set an example of leadership and unity for others to follow. Through collective action and commitment, we can create a strong educational framework that will serve as a transformative force for our communities, turning education into a powerful tool for social and economic progress. This vision will not only benefit the current generation but will have a lasting impact on the generations to come, as each student who walks through the doors of these colleges will carry the lessons of unity, faith, and perseverance with them throughout their lives.

We can select one ideal site from each Eastern distrnict to develop and execute the project of building community colleges. For example, from each district, one village or town area can be chosen as a model for development. The entire tribe from that specific district can then unite to support the development of higher education institution (A Degree College) in that specific village or town area. This village / town area would become a hub where students from surrounding areas can access quality higher education without the need to travel long distances. This process of collective mobilisation will also strengthen the bond between different villages and tribes, fostering a sense of unity and shared purpose. Alternatively, we can take necessary steps to upgrade high schools or higher secondary schools to the level of colleges by following the simple and supportive procedures set by the government. This path could be a more immediate and feasible solution, ensuring that existing schools are elevated to meet the needs of higher education without waiting for new infrastructure to be built from the ground up. The process of selecting these villages / town areas or upgrading existing schools should involve careful planning, ensuring that each site is strategically located to serve as a focal point for the entire district. The involvement of local leaders and tribal councils in this selection process will ensure that the sites chosen are well-equipped to support the educational infrastructure needed. Once a site is selected, the entire community can come together to build the necessary facilities, contribute resources, and provide the labour needed to make this vision a reality.

The proactive participation of everyone in the community is essential, but we also call upon local MLAs, Eastern Naga bureaucrats, and other influential figures from Eastern Nagaland to recognise the importance of their contributions to this effort. Whether through financial support, technical guidance, advocacy, administrative assistance or labour, each individual has a part to play in making this vision a reality. Their engagement will help secure the necessary resources and political backing to ensure the long-term sustainability of these institutions. This is not just about building higher education institutions in every district of eastern Nagaland; it is about building a stronger, more unified community that values education and is willing to work together to ensure that the next generation has the tools they need to succeed. With God’s guidance and the collective effort of the people, we can build a brighter future for Eastern Nagaland, one where every student has access to quality education without the burden of financial hardship. The community’s involvement at every level-from grassroots labourers to government officials-will be vital in making this vision a reality. By uniting in purpose and action, we can build a future that is not just dreamed of but realised.

In Proverbs 16:3, the Bible tells us, “Commit to the Lord whatever you do, and he will establish your plans.” Imagine a future where every step we take in faith brings us closer to a new dawn for Eastern Nagaland-a future where our collective strength, our shared resolve, and our faith converge to create something extraordinary. Picture the sound of construction, not just of buildings, but of a new destiny-one where every brick laid is a story of the unity and spirit of a people who refused to be held back. With the church’s leadership lighting the way, with every heart and hand in the community working together, we will forge an educational system that transcends the barriers of today. As we pour our energy, resources, and prayers into this mission, we trust that God’s wisdom will guide us, just as the Lord promised in Jeremiah 29:11–“For I know the plans I have for you, declares the Lord, plans for welfare and not for evil, to give you a future and a hope.” This is not just about building colleges; it is about crafting a future of limitless possibilities, where the youth of Eastern Nagaland will rise to meet the challenges of tomorrow, armed with knowledge, strength, and faith. We are standing at the precipice of something great-let us take that first step together, for the future of our people is waiting, and it begins with us. The world is watching, and this is our moment to rise. With each of us contributing, we can become the architects of a legacy that will endure for generations. It’s time to build, it’s time to dream, and most importantly, it’s time to act-together, we will make it happen.

As the prospect of Frontier Nagaland Territory draws near, we find ourselves at a moment of profound significance, with the Eastern Nagaland Peoples’ Organization (ENPO), the Ministry of Home Affairs (MHA) and the Government of Nagaland committed to shaping a future brimming with promise and Constitutional Justice. Yet, it is imperative that we do not merely await the unfolding of this future, but rather take deliberate action to lay its foundations today. Among the most meaningful steps we can take is the establishment of a community degree college in each of the Eastern Naga districts. Such institutions, far beyond their academic function, represent a vital investment in the intellectual and socio-economic empowerment of our people. With each college we build, we are not only nurturing the minds of future generations but advancing the grand vision of Frontier Nagaland Territory-a vision where our communities stand strong, self-reliant, and poised to thrive in the years to come. The time to act is now, and our future lies in the choices we make today.