Education stands as a cornerstone for societal progress, and universities often function as its most steadfast pillars. While knowledge can be gained through various channels—life experiences, nature, and tradition—universities remain one of the most organized and reliable means to foster growth. As Dr. Bhupen Hazarika, the cultural icon of the Northeast, once said, “A society grows when its people grow.” Universities offer fertile ground for this growth, blending structured learning with the insights of both global and local perspectives. They serve not only as centres for academic inquiry but also as spaces where societies evolve, adapt, and find solutions to their most pressing challenges.
Throughout history, universities have been catalysts for transformative change, from the revolutionary ideas born during the European Enlightenment to the empowerment of marginalized voices in modern times. In Northeast India, a region defined by its rich cultural tapestry and complex socio-political dynamics, universities play an even more significant role. They are not merely institutions of learning; they are forums for dialogue, spaces for innovative thinking, and platforms for addressing the unique concerns of the region. It is imperative to continually question how universities shape social discourse, why they remain pivotal for progress, and how access to higher education can be expanded for all.
Editorial | Tribal Approach in Manipur
The Global and Local Context of Universities
Universities worldwide have consistently been at the forefront of change. From the ancient institutions of Nalanda and Takshashila in India, which blended local knowledge with global intellectual pursuits, to the European universities that fostered critical thinking during the Enlightenment, higher education has always been integral to societal development. In Northeast India, the university system, though relatively young since its post-independence inception, has played a crucial role in shaping the educational and cultural fabric of the region. Institutions like Gauhati University, North-Eastern Hill University (NEHU), and Dibrugarh University have catered to the region’s distinct needs, becoming not just centres of knowledge but also agents of socio-political change.
The political landscape of the Northeast has been shaped by movements advocating for statehood, autonomy, and indigenous rights. Universities have served as intellectual arenas where these issues are discussed, with academic research and student organizations amplifying indigenous voices. Economically, institutions such as IIT Guwahati have led groundbreaking research into sustainable practices, such as bamboo crafts, organic farming, and biodiversity, addressing both regional and global concerns. Culturally, universities have played an indispensable role in preserving and celebrating the region’s diverse traditions and languages, ensuring that they are not lost to time but rather integrated into modern academic frameworks.
Importantly, universities in the Northeast are also key players in bridging cultural divides. In a region often marred by inter-ethnic tensions, these institutions bring together students from various backgrounds, creating opportunities for cooperation and mutual understanding. The universities’ role in promoting peace and harmony is not merely academic but actively engaged with the region’s complex realities. By aligning global best practices with local needs, universities have proven to be essential engines of growth and reconciliation.
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Institutional Knowledge: The Bridge Between Local and Global
Universities are more than just educational institutions—they are the custodians of both local and global knowledge. Indigenous communities in the Northeast possess valuable systems of knowledge rooted in their cultural and environmental contexts. Yet, universities provide the structure to formalize and expand these practices, fostering propositional knowledge—ideas that drive scientific innovation and technological advancement. For instance, sustainable agricultural practices in the region can be enhanced by integrating traditional knowledge with modern techniques to address pressing challenges like food security and environmental degradation.
As repositories of knowledge, universities serve as vital links between local traditions and global trends. They empower students to address local issues with solutions informed by global practices, encouraging critical thinking and problem-solving. Through interdisciplinary programs in history, culture, and governance, universities equip students to navigate the complexities of inter-ethnic relations and societal divisions. These programs are not merely academic; they are a means of fostering understanding, trust, and long-term peace. The aspiration to develop indigenous pedagogies, blending traditional wisdom with contemporary advancements, is a critical step toward bridging the past and future, ensuring that both are preserved and innovated upon.
Access to Higher Education: A Gateway to Equality
The potential of higher education to equalize opportunities is undeniable. However, access to this resource remains a significant challenge for many, particularly in marginalized communities. Across India, the enrollment of Scheduled Tribes (STs) in higher education remains disproportionately low, with figures stagnating at around 5%, far below their population share. The situation is even more dire in the Northeast, where geographical isolation further compounds the difficulty of accessing quality education. For instance, in Ukhrul district in Manipur, a population of nearly 400,000 lacks a single university. Without access to formal education, many talented individuals are left without opportunities to realize their potential.
The government has made some strides in improving access—through scholarships, reservations, and the introduction of digital classrooms—but systemic barriers persist. Establishing universities in remote regions is costly, and significant investments are needed to build infrastructure, improve teacher training, and foster community involvement. The challenge is not just about providing more seats in classrooms, but ensuring that students are equipped to navigate the complexities of the higher education system. Many students, especially in rural areas, remain unaware of available scholarships or the admission processes in premier institutions, leaving them at a disadvantage.
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Moreover, while there are success stories of individuals achieving success without formal education, these remain exceptions. For the majority, higher education remains the critical pathway to personal growth, social mobility, and economic opportunity. Therefore, it is not enough to simply increase access to universities—it is equally important to ensure that students are empowered to make the most of the opportunities available to them. Initiatives like the CUET (UG) Awareness Workshop, 2025, Ukhrul, a collaborative effort between the TKS and TKLD to raise awareness about university admissions represent a modest step in earnest spirit, but more must be done.
Ultimately, access to higher education is more than just an academic pursuit. It is about empowerment, enrichment, and the development of individuals who can contribute meaningfully to society. Bridging the gap between aspiration and reality requires collective effort—from governments, communities, and educational institutions. Only then can we ensure that every aspiring student has the opportunity to learn, grow, and help shape a better future for all.
(Author: TKLD Education Project Committee)
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