Lifelong Learning and Career Development in Northeast India: A Study of Professionals in Nagaland

 

J. Jeyarani ¹, Dr. R. Vasanthan ², Chumdemo Tungoe ³                                                                

 

¹ Research Scholar, Department of English, National College (Autonomous), (Affiliated to Bharathidasan University) Tirchirappalli, India

² Associate Professor, Department of English, Nagaland University Kohima Campus, Meriema Kohima, Nagaland – 797004, India

³ Research Scholar, Department of English, Nagaland University Kohima Campus, Meriema Kohima, Nagaland – 797004, India

 

1. INTRODUCTION

In an era of rapid technological and economic change, continuous learning has become essential for career sustainability. However, access to lifelong education remains uneven, particularly in regions like Northeast India, where geographical isolation and infrastructural limitations pose challenges. This study focuses on Nagaland, a state with a unique socio-cultural landscape, to understand how professionals engage with learning opportunities post-employment.

Existing literature emphasizes the role of governance, funding, and community networks in adult education Schuller and Desjardins (2010), Boeren (2017). Yet, little research explores these dynamics in India’s northeastern context. This paper addresses the gap by analyzing survey responses from 41 professionals, predominantly educators, to answer:

1)     What motivates professionals in Nagaland to pursue continuous learning?

2)     How do institutional support and resource accessibility impact their learning journeys?

3)     What systemic interventions could enhance career development outcomes?

The findings underscore the need for decentralized, culturally responsive learning ecosystems tailored to regional needs.

 

2. Learning Atmosphere and needs

A decent number of requirements must be fulfilled in order to make appreciable progress towards realizing a learning neighborhood program and these can be classified as system-related characteristics and intervention-related characteristics. First of all, system-related factors which favors a certain system must have a political will upon it as the foremost requirement et al. Governance is crucial in the management of adult learners European Commission. (2017, 2018, 2021) Ministerie et al. (2018, 2020).

Governance also influences the learning environment. Well-structured governance promotes partnership between education, labor, and social welfare. Also, building up networks between different organizations dealing with education, work place, community, and civil society is important in provision of ‘ideas’ and implementation strategies Schuller and Desjardins (2010).

Moreover, such programs as adult education develop, without the help of outside sources of funding, several directions that could contradict the quality of education, let alone the standards themselves Ministerie et al. (2018, 2020).. Finally, the monitoring and evaluation aspect of the strategy is aimed at purposively or systematically checking whether the system is operating as expected or is desirable with regards to facilitating particular outcomes Boeren (2017), von Hippel and  Tippelt (2010).By dealing with these system-oriented issues, it would be much easier to realize the full benefits of the learning neighborhood program.

Concerning the learning environment, aside from the system-related requirements, there are some peculiar characteristics related to intervention that have been outlined by the experts. Establishing an environment of trust is the first important intervention Rutten and Boekema (2012). The learning environment should always be encouraging and bring about a sense of trust among learners, teachers, and society at large. This is more so for the marginalized adult population who may have to learn to trust themselves for them to learn.

Professionalism is also essential. Adult learners will benefit from the services of trained practitioners who are qualified to understand the learning needs of adults and assist them accordingly Lifelong Learning Partnership (Flanders). (2021). Next, ongoing orientation and assistance are immediately required Robeyns (2017). For that reason, there is a need for some structures, such as mentoring and counseling, to assist the learners to manage their learning effectively.

Targeted outreach is also significant. Engagement of help to the target disadvantaged groups should also uncover civil society, family support, and programs that work with communities Broek et al. (2023), Terry (2007). In addition, the learning programs ought to be custom fit to individual needs for instance in terms of scheduling, personalized learning, or cultural considerations Domingo (2016).

Lastly, the learning process has to lead into action in the form of movement. Progressions could be in one’s personal life, professional world, or socially Kuijpers et al. (2019). These results must be towards the targeted objectives of the learner so that learning can be beneficial.

 

3. Rationale

To successfully establish a learner neighborhood program, several requirements must be met. However, this research focuses on three main requirements: favorable conditions, governance, and system.

Firstly, the prevailing conditions in a region, both political and in terms of commitment from governing bodies, is essential for the successful implementation of adult learning. Program policies must be appropriate to ensure the necessary conditions for learning. Kohima, the capital city of Nagaland, serves as a key location with most government offices situated there. As home to Nagaland University, the city meets the educational needs of the community. However, the university not only serves young aspiring learners but also those who may require learning or skill development at later stages of life.

The second aspect, the creation or maintenance of a conductive atmosphere for learning, is also crucial. Nagaland University has one of its largest campuses in the region, and many local colleges rely on the support and validation of the university. This setting enables opportunities for collaboration with other learning institutions, centers, and even local industries to advance learning.

Lastly, regarding the system, the diverse population of the region and its educational institutions are closely connected to the university in various ways. Being a small city with a relatively low population, Kohima provides an ideal environment for collaboration and outreach, making the establishment of lifelong learning initiatives or a learning neighborhood program both achievable and promising.

When establishing a learning neighborhood, many objectives come into play in the context of Kohima, such as fostering a lifelong learning atmosphere, empowering residents, and strengthening community bonds. Promoting lifelong learning is essential, especially compared to mainland regions, as people in the Northeast face challenges in accessing education, and educational institutions are scarce in this area.

The second important objective is empowering residents. People in this region speak a variety of languages, yet Nagaland is the only state where English serves as the official language, unlike other regions. Despite its diverse population with tribal origins, it is crucial for communities to come together through short learning opportunities. Additionally, specific programs for economic development are needed.

What works in the mainland may not be fully applicable here due to the region's unique characteristics—cultural, social, historical, and ethnic. Most importantly, enhancing community knowledge and skills, which previously flourished due to the social setup, now, requires nurturing within a scientifically and technologically supported formal learning ecosystem.

 

 

4. Methodology

This study employs a quantitative research design using a survey methodology to find continuous learning behaviors and career development perspectives among professionals in the state of Nagaland in India. The research focuses on understanding the way working adults indulge in lifelong learning opportunities, their motivations, and difficulties they face in connecting to educational resources. The data was collected through an online questionnaire and distributed through professional networks and institutional contacts, which resulted in a total of  41 complete responses for the analysis.

The participant graph consisted mainly of educators and professionals from Nagaland (53.7%), with additional representation from Tamil Nadu (14.6%) and other Indian states. The respondents were female (61%), from ages ranging from 23 to 51 years. Occupationally, the largest groups were assistant professors (26.8%) and school teachers (26.8%), providing key insights from the educational field. The demographic composition allowed for examination of learning patterns within Nagaland's professional community and also revealing some comparative perspectives from other regions.

The survey instrument was designed to capture multiple perspective of continuous learning. It also includes closed-ended questions utilizing both Likert-scale and objective formats across four key areas: frequency and motivations for ongoing learning; perceived impacts on career progression; accessibility of learning resources; and attitudes toward career transitions. The questions were generally structured to identify the relationships between variables such as age, profession, and learning behaviors. The digital distribution method contributed efficient data collection and samples while enabling respondents from professionals across different locations.

The data analysis uses descriptive statistical methods, with results presented as percentages and frequency counts to highlight major trends. The examination of response patterns showed a significant finding about resource available and institutional support levels. However, there are several limitations and it must be acknowledged. The sample size of 41 respondents limits broad generalization of findings, and the overrepresentation of educators (73.2%) may yield some results. Moreover, the self-reported nature of survey means responses reflect participants' perceptions rather than objectively measured behaviors.

Guidelines for ethical considerations were maintained throughout the research process. The participant’s anonymity and privacy was preserved, and no personally identifiable information was collected. The voluntary nature of participation was clearly communicated, which allowed respondents to withdraw at their will. These methodological methods of safeguard helped to ensure the integrity of the data while respecting participant rights. The study's design provides a foundation to understand continuous learning dynamics in Nagaland while identifying areas for future, more extensive research.

 

 

 

 

 

5. Analysis

Category	Findings	Identified Needs
Demographics	- 53.7% from Nagaland, 26.8% Assistant Professors, 61% Female.	- Targeted programs for educators & women in Nagaland.
Continuous Learning Engagement	- 61% learn occasionally, 29.3% regularly.	- More structured, frequent learning opportunities (workshops, online courses).
Motivations for Learning	- Top drivers: Self-improvement (26.8%), Job performance (34.1%).	- Programs aligning with personal growth & practical job skills.
Perceived Outcomes	- 36.6% report improved job performance.	- Focus on skill applicability in current roles.
Career Transition	- 48.8% believe learning aids transitions; 46.3% are likely to switch.	- Career counseling, reskilling programs for industry shifts.
Resource Access	- 53.7% have good access, but 34.1% face moderate limitations.	- Better infrastructure (libraries, online databases, mentorship).
Institutional Support	- 39% feel moderately supported, 31.7% minimally supported.	- Stronger alumni networks, institutional career guidance post-graduation.

 

6. Key Takeaways and Recommendations

The survey highlights critical insights about continuous learning and career development among professionals, primarily educators in Nagaland and other Indian states. Below are the key takeaways and actionable recommendations:

1)    Localized Learning Programs Are Essential

A majority (53.7%) of respondents are from Nagaland, where educational infrastructure may be limited compared to mainland India. Many professionals engage in learning but face moderate resource constraints (34.1%).

Develop culturally adapted programs—such as multilingual courses, community-based workshops, and digital literacy initiatives—to ensure accessibility for tribal and rural populations. Partnerships with Nagaland University and local colleges can enhance reach.

2)    Flexible and Frequent Learning Opportunities Needed

While 61% engage in learning occasionally, only 29.3% do so regularly, suggesting a demand for more structured yet flexible options. Introduce modular online courses, evening/weekend workshops, and micro-certifications to accommodate working professionals. Platforms like SWAYAM or NPTEL can be promoted for self-paced learning.

3)    Career Advancement Drives Learning—Support Should Match

The top motivations for learning are self-improvement (26.8%) and job performance (34.1%), yet 31.7% feel minimally supported by institutions.Strengthen alumni networks, mentorship programs, and career counseling to help professionals apply new skills. Universities should offer post-graduation support, such as job placement assistance and skill-mapping workshops.

4)    Bridging the Resource Gap for Better Access

While 53.7% have good access to learning resources, 34.1% report limitations (e.g., poor internet, lack of libraries). Invest in digital infrastructure (e-learning hubs, offline course libraries) and collaborate with government schemes (Digital India, PM e-Vidya) to improve accessibility in remote areas.

5)    Career Transition Support Is in Demand

Nearly half (48.8%) believe learning can aid career shifts, but many lack guidance. Introduce reskilling programs, industry partnerships, and career transition workshops to help professionals explore new roles (e.g., from teaching to ed-tech).

 

7. Conclusion

This study reveals that professionals in Nagaland view continuous learning as a tool for personal growth and career advancement yet face challenges like moderate resource access and inconsistent institutional support. Notably, 48.8% believe learning can facilitate career transitions, but fewer than 20% have identified concrete opportunities—a disconnect pointing to the need for better mentorship and industry-aligned programs.

1)     To address these gaps, policymakers and educational institutions must:

2)     Localize content (e.g., multilingual courses, tribal community workshops).

3)     Strengthen partnerships between universities, employers, and digital platforms.

4)     Expand infrastructure (e.g., offline learning hubs, high-speed internet).

Future research could explore the role of informal learning networks (e.g., community mentors) in bridging systemic gaps. By prioritizing these interventions, Nagaland can harness lifelong learning to empower professionals and stimulate regional development.

 

CONFLICT OF INTERESTS

None. 

 

ACKNOWLEDGMENTS

None.

 

REFERENCES

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