Social Media Insurgency And Education

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A study conducted in other parts of the country, Waqas (2012); Owusu (2015) found that social media had been distracting students from their studies. Further it is revealed that there is a strong relationship between academic performance and uses of social media. Das and Sahoo, (2011) supported the statement by stating ‘constant use of social networking site has resulted in low scores marks in academic exams.’ The result of chaos and volatile order in the state, directly and indirectly, impact on the student 's life. However, the findings have raised contradictions to the finding of Deka (2015) which stated that social media is beneficial for youth in the field of education and has positive impact on education.

In response to the negative
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Perception of youth towards Insurgency and Education

Insurgency and conflict in hill areas hampered the educational atmosphere. Often insurgent groups are blamed for misuse of funds for construction of school building; deducting a certain amount of money from school teachers and staffs’ salaries. But how far this comes true is not yet study; to authenticate the question was asked to youth “Insurgency is responsible for educational backwardness in hill areas of Manipur”. The above figure 4.6 showed the mixed response for Insurgency as responsible for the backwardness of education. 49.7 percent response in favour, 25.2 percent in unfavourable and 25.1 percent as neutral or undecided. One of the main reasons for mixed response was involvement of bureaucrats in the misuse of funds in educational institutions. One of the key informants said that ‘It is not only the non-state actor (insurgent group) who are responsible for hindrance to quality education (misused of education funds) but the state action (bureaucrats and its agents) who inform the non-state actor and they take a lion share in the name of state actor '. The finding was supported by Kengoo (2012), it revealed that conflict affected education by unfinishing syllabus, shutting down and burning of educational institutions. Suleym (2006) further stated that students and youth who experience conflicts have a negative feeling, disappointment, and insensitivity, stress sorrow, uneasiness, etc. However, Singh (2013)
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The main reasons for in favour of the above statement was that due to bandh, strike, and monetary demand by the insurgency groups, educational institutions became closed. As a result students could not attended their regular class, and incomplete their syllabus on time. In addition bandh, blockade, strike imposed by the other civil society organiation had affected on students education especially in hill areas of Manipur.
In the verse of the above statement, Lalithamma (2014) suggested coordination between Government and Educational institutions for proper running of educational programmes. It also suggested to set up peace club, library in schools and impart peace education. Further proposed to observed the human right day, youth day, and students exchange programmes to overcome the mention problems. Rayees (2015) cites former Indian President Pratibha Patel quotes “education is a key to Kashmir’s peace and prosperity” the same is true in Manipur “Peace education is the key to conflict management in Manipur” suggest
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