Schools to issue APAAR ID cards for all students; teacher lists opened for verification ahead of deadline

Kohima, Nagaland — September 18, 2025 In a move aimed at improving student tracking and accountability in education, the Nagaland School Education Department has mandated that all schools implement the APAAR ID system (Automated Permanent Academic Account Registry) for their students. This unique identifier will follow each child from pre-primary through higher levels of schooling, ensuring that academic records, admissions, attendance, and certification are managed uniformly. Alongside this, the department has released a list of primary teachers recruited between June 28, 2018 and August 10, 2023 who hold a B.Ed degree. These teachers have been asked to check the posted names and details carefully, and to report any errors or omissions. Verification of identity and credentials is to be submitted either in person or via email by a specified deadline of September 23, 2025. No requests outside this window will be entertained. The APAAR ID initiative is being billed as part of a broader campaign to modernize educational administration in Nagaland. Officials believe that the system will aid not only in efficient record-keeping, but will also reduce discrepancies in student performance data, make transfers between schools smoother, and enable better policy decisions based on accurate demographic data. Teachers’ associations have reacted with cautious optimism. While many welcome the increased transparency and accountability that the APAAR system promises, there are concerns about its rollout—particularly in remote and rural schools where internet connectivity is unreliable, staff are limited, and training in digital tools is sporadic. Some teachers have asked for clear support in terms of infrastructure (computers, reliable power, networking) and for orientation workshops to help them adapt to the system. Meanwhile, the list of B.Ed-qualified teachers being posted is also significant. It aims to ensure that teacher qualifications are properly documented and that those who meet prescribed credentials are recognized. For those whose names do not appear but believe they should, the government is allowing corrections provided sufficient proof is submitted by the deadline. This step may also be related to recent demands by teacher groups for pay parity and recognition of service, particularly among those recruited under various education schemes. Officials have emphasised that the combined efforts of APAAR and the teacher-verification process are not just administrative. They say these measures align with Nagaland’s commitment to improving educational quality, raising teacher accountability, and ensuring that students across all districts receive consistent service. The government has taken note of past issues: missing or incomplete teacher records, disparity in teacher qualifications, and delays in processing certifications. In practical terms, schools are being directed to register their students in the APAAR system immediately, assign IDs, and ensure that student records are digitally backed up. The Department has set up a nodal officer in Kohima to handle queries, disputes, and technical glitches. Teacher qualification verification is similarly being handled at the Directorate level, with provisions made for physical submission in district offices for those with limited access to email or internet. As Nagaland gears up for this transition, the stakes are high. The success of such initiatives depends not only on policy clarity but also on the ability to implement on the ground—capacitating remote schools, ensuring technology works, and ensuring that the verification process is fair and inclusive. If done well, this could represent a big step in reducing systemic educational gaps in the state.