General
Background
The whole State
has been divided into 607 Revenue Blocks and 909 ward Panchayats.
Administration has already been decentralized in the State and Powers has been
delegated to the PRI as per the 73rd and 74th Amendment of Constitution of
India.
All the 782
Government Schools are proportionately divided into 131 clusters. The cluster
is further strengthened by formation Cluster Resource Groups, headed by the
Cluster Resource Coordinator who is the Head Master of that particular school.
The School Managing Committee (SMC) works at the grass root level. Each and
every Government School
As per the
household survey conducted in January 2007, 866 habitations have been
identified out of these, 97 habitations were school less habitation and they
are being covered by opening EGS/AIE Centres. Some of the habitations have
difficult geographical terrain and are sparsely populated.
Educational
Background
The education in
the State of Sikkim was in the poor state at the time of its merger in Indian
Union because of the various socio-economic and socio-cultural reasons. The
establishments of the schools were not done on basis of proper mapping and
planning. The influence of the community used to decide the establishment of
schools. Thus, due to the uneven distribution of schools, limited
infrastructural facilities, non-availability of qualified teachers and
expensive schooling were the major reasons for non-schooling of the children in
the State at that time.
The initial
process of school education in the State started when the State initiated
Incentive Scheme to the school going children. This had resulted the tremendous
increase in enrolment in the schools.
The graph below
shows the literacy rate of the State corresponding to the National figure. The
figures of three consecutive demographic years i.e. 1981, 1991 and 2001 show
the progress in literacy in the State. The tremendous growth of the literacy in
the state is due to the holistic approach of the Government of India and the
sincerity of the State Government. The literacy rate of the state as per 1981
Census was 9.62 less than the National average however in 1991 and 2001 Census
the state exceeded the National average.
Near about 42 to
43% schools were established in the decade of 1975-1985. The Operation
Blackboard under National Policy on Education (1986) covered all primary schools
of the State. The incentives like mid-day-meals, free textbooks, free exercise
books, free school uniforms, free tuitions, school bags, free raincoats etc.
are some of the factors which contributed a lot on the way of Universalization
of Elementary Education in the State.
There is also
provision of Merit Scholarship. Every year there is a test for the children of
Class VI for the selection for Merit Scholarship. The children securing Ist,
IInd and IIIrd positions at district level are conferred Merit Scholarship @
Rs. 1200/-, 1000/- and 800/- respectively per annum.
The State also
has the scheme of Prerna Scholarship for the girl children. The department
prepares the merit list of girl children from the above test and confers
scholarship to those who stand Ist, IInd and IIIrd in the list prepared
thereof. The rates of the scholarship are Rs. 800/-, Rs. 700/- and Rs. 600/- to
Ist, IInd and IIIrd respectively.
Stage-wise
Growth of Enrolment
Stages of Education
|
Achievement in Enrolment
|
%age of Girl’s
Enrolment in
1992-93
|
|||
1980-85
|
1985-90
|
1991-92
|
1992-93
|
||
Primary (Classes I-V)
|
60821
|
71515
|
73324
|
74497
|
46.90
|
Middle (Classes VI-VIII)
|
13423
|
14591
|
15998
|
18515
|
47.50
|
Source: Educational
Administration in Sikkim
Primary Level of
schooling has five years cycle covering the classes I to V. But it is to note
that every schools of Sikkim
Four major subjects are taught in the classes from I to III out of
which two are languages i.e. English and Vernacular. The other two are
Mathematic and Environmental Studies (EVS). In
The subject
Pattern being taught in the schools of Sikkim
Level
|
Classes
|
Subjects
taught
|
|||||
Lower Primary
|
I - III
|
English
|
Vernacular
|
Mathematics
|
EVS
|
-
|
-
|
Primary
|
IV – V
|
English
|
Hindi
|
Vernacular
|
Mathematics
|
EVS I
|
EVS – II
|
Upper Primary
|
VI – VIII
|
English
|
Hindi
|
Vernacular
|
Mathematics
|
S.Stds
|
Science
|
Secondary
|
IX & X
|
English
|
Hindi/Vernacular (anyone)
|
Mathematics
|
S.Stds
|
Science
|
|
Sr. Secondary
|
XI & XII
|
English
|
Hindi/Vernacular (anyone)
|
As per streams
|
|||
Note: Nepali, Lepcha, Limboo, Bhutia, Sherpa, Gurung,
Mangar, Newar, Sunuwar, Tamang, Rai are Vernaculars
Teacher Management in the
State
‘Teacher’ the
word itself gives its piousness. Teacher
is a refined personality of the society which emits goodness, righteousness,
truthfulness, sincerity, honesty, commitment, competence and self respect. The
civilization the world has achieved over a period of time is the result of honest
and sincere efforts of the teachers who served the human being in different
ages in different patterns of managements.
The
teaching-learning being the main activity of Education Department, the teachers
are the main academic resources and responsible for effective teaching learning
process. Teachers play leading role in the processes of creation of knowledge
in the students and always act as a role model for the students. The
performance of the teachers reflects the performance of whole department. The
teachers are such educational workers who are made targeted if the goal is not
achieved. Hence, the management of teachers plays very important role to make
them capable of conducting productive teaching learning activity in the
classroom.
Teacher management
system differs from state to state in our country. The educational awareness of
the civil society and academic and managerial capability of the educational
administrators largely affects its management system. It also depends on the
availability of the eligible candidates for teaching profession in the state as
many of the state has its own state cadre.
Teacher management in the state of Sikkim
Type of Teacher and
Eligibility
Adoption of teaching profession in primary school level, in the
context of
As mentioned
above, rare local candidate used to come forward to pickup teaching job those
days. The candidates who approached for teaching profession were only from
lower class people and the candidates having less mark to adopt other options.
There was no system of formal interview for teachers’ appointment till late
seventies.
Teaching job is
the best-paid job in the State and holds high respect in the society in
accordance with the percentage of ‘teacherness’
available in the individual teacher. The time has changed. The parents do not
take the teachers in general. The teachers who are committed and dedicated hold
categorically high respects in the society especially among the parents. The
state has three categories of teachers if the category is made as per the
teaching level viz. Primary Teachers in primary level, Graduate Teachers in
upper primary/secondary levels and Post Graduate Teachers in +2 level.
Primary
Teacher: These teachers are normally appointed for primary level. However, these teachers are
also given the classes at Pre-primary and upper primary level during the
shortage of teachers in the school. There are two types of primary teachers in
the state viz. general primary teachers and language primary teachers. The
general primary teachers have to teach general subjects. The languages are
taught in the state as vernacular subjects and there is provision of separate
language teachers for every vernacular subjects. But interestingly, Nepali
language, which falls under the vernacular category, has no language teachers
and is taught by general teachers.
The minimum
qualification of eligibility for this post is 10+2 irrespective of their
streams and subject combinations at +2 levels and a certificate/diploma of
professional qualification to teach primary classes like DIET, TTI, CPE etc.
Graduate
Teacher: The graduate teachers are appointed for the teaching assignments in
upper primary and secondary level. These teachers are also of two types –
general and language. Unlike in the case primary level, the general teachers
divided into three types viz. Mathematics Graduate teachers, Bio-science
Graduate teachers and Arts Graduate teachers. Here the role of the teachers is
more specific than the primary level. The teachers given their respective
subjects to teach and has no any confusion of allocation of teaching subjects
as in the case of primary level. At this level too, there is the provision of
language teachers to teach language except for Nepali language. This language
is to be taught by the arts graduate teachers.
The candidate applying for the post of graduate teachers should possess
graduate degree with B. Ed. A candidate without B. Ed. is also permitted to sit
in the interview, but if selected s/he has to complete B. Ed. within four years
otherwise s/he is terminated without any notice.
Post Graduate
Teacher: These are the teachers who teach in the Senior Secondary Level i.e.
Class XI & XII. These are totally subject specific teachers.
Any candidate
with Master Degree is eligible to apply for this post. The professional
qualifications like B.Ed. and M. Ed. are only the desirable qualification. However, these teachers have to produce B.Ed.
degree within five years of their appointment as post graduate teacher.
The teachers can
also be categorized as per the subjects taught by them. There are general and
vernacular subjects. The category mentioned above is the general teachers. The
eligibility and appointment criteria of language teachers slightly differ with
the general teachers. The language teachers are appointed to teach the
languages which are kept as vernacular subject. It is already mentioned that there
are 11 vernacular subjects being taught in the state. The state has the
provision of separate Nepali teacher at +2 level.
The eligibility
criterion of primary language teacher is also 10+2 but they should have that
particular language as the main subject in 10+2 level for which s/he has going
to sit for competitive exam. However, the candidate who is applying for the
language teacher of such language which is recently taken up as the vernacular
subject and had no any formal institutions to teach this language earlier is
considered as special case which does not need any certificates to prove
her/his qualification on that language.
The appointment
of language teachers in graduate and post graduate category is not started in
the state. The requirements of these categories are being filled up by
promoting the primary teachers on performance basis.
Selection,
Posting and Pay Scale
It is to mention
that the state has no any detailed rules regarding selection, posting and
transfer of teachers. There are criteria and norms formulated by the department
in the form of Notifications which are followed as the rules for the selection
and posting of teachers in the state. These notifications get reviewed or
superseded by new one as per the requirements and situations.
The teacher
appointment is done for two types of vacancies. One is already created post but
fallen vacant due to death, retirement and resignation of the teachers and
another one is the new post created due to the establishment of new school or up-gradation
of existing schools.
After conducting
written examination, the Recruitment Cell list out the name of qualified
candidates for viva-voce. Normally the weightage of viva-voce is about 10 to
15% of total marks of competitive examination. The merit list is prepared after
making sum of the obtained marks in both the tests using roster and send to the
DOPART to confirm the roster. After the approval accorded from DOPART, the list
is displayed in the notice board.
The posting is
given to the teacher on the basis of requirement with the noting that the
teacher cannot be eligible for applying transfer till s/he completes three
years of continuous service in the first posting place. It is also included in
the appointment order that the teacher will remain in Probation till s/he
completes two years of service.
The teachers are
the best paid employee of the Sikkim State Government. Their salary is higher
than their counterparts serving in other departments with same qualifications
and equivalent posts. The pay scale also
can be said as better if it is compared with some of the states of the country.
However, it is
seen that many of the states have given special emphasis on the professional
qualification of teachers and provided separate and handsome scale for trained
teachers.
The present pay
scale of the teachers of the state is as under:
Scale of Pay
|
Remarks
|
||
At the time of
Appointment
|
After 10 year
|
Advancement grade is given to
all category of teachers after 10 years of continuous service
|
|
Primary Teacher
|
4200-110-6400
|
5500-175-9000
|
|
Graduate Teacher
|
5500-175-9000
|
7000-225-11500
|
|
Post Graduate Teacher
|
7000-225-11500
|
9000-300-13800
|
|
The gross salary
of the newly appointed teachers for the month of August 2008 in all the three
categories are calculated and given in the box under. This shows that a primary
teacher receives Rs. 10836.00 (Rupees ten thousand eight hundred thirty six)
only which is Rs. 3354.00 (Rupees three thousand three hundred fifty four) only
less than a graduate teacher and this difference within graduate and post
graduate teacher is Rs. 3870.00 (Rupees three thousand eight hundred seventy)
only.
Gross Salary of
newly appointed Primary, Graduate and Post Graduate teachers in the State
(Sample Month: August, 2008)
Teachers'
Category
|
BP
|
DP
|
TP
|
DA
|
HRA
|
SBCA
|
Gross
|
Primary
Teacher
|
4200
|
2100
|
6300
|
2961
|
945
|
630
|
10836
|
Graduate
Teacher
|
5500
|
2750
|
8250
|
3878
|
1238
|
825
|
14190
|
Post
Graduate Teacher
|
7000
|
3500
|
10500
|
4935
|
1575
|
1050
|
18060
|
In Sikkim
- Headmaster,
- Headmaster, Primary School – Rs.
5000-150-8000
- Headmaster, Junior High School – Rs. 5700-200-9700
- Headmaster, Secondary School – Rs. 7500-250-12500
- Principal,
Transfer of Teachers
Due to absence
of transfer norms, Sikkim
Many a time
teachers consider their right to be posted in their local area/home town which
too results in the shortage of the teachers in the remote schools. Moreover,
many of the teachers who are posted in the native place do not teach with
commitment on the pretext of other social obligations.
Promotion
Avenues for Teachers and School Heads
The teachers
have no any direct promotion avenues as there is no any norm on promotion. But
the teachers having the qualification of next higher grade can get the chance
to sit in the interview of next higher post e.g. a primary teacher having
graduate qualification are given the chance to sit in the interview of graduate
teacher under special provision and in the case of her/his selection her/his
pay is protected duly providing all the benefits of previous service. The
eligibility for such promotion avenues for teachers and school heads are under:
For Teacher
l Every Primary Teacher having Bachelor Degree are given chance to sit
in the Interview of Graduate Teachers under Special Provision.
l Every Primary Teacher having TTI Certificate/DIET Certificate/CPE
etc and 5 years of continuous service are given chance to sit in the Interview
of Headmaster Primary School.
l Every graduate teachers having B. Ed and continuous service of 5
years are given chance to sit in the interview of Headmaster, Junior High
School.
l Every graduate teachers having B. Ed and continuous service of 10
years are given chance to sit in the interview of Headmaster, Secondary School.
l Every post graduate teachers having B. Ed./M. Ed. and continuous
service of 10 years are given chance to sit in the interview of Principal.
l Every language teachers having good performance in the school and
good command in their language are given chance to sit in the promotion
interview of next higher posts.
For Headmaster
and Principal
l Every junior high school head with continuous 5 years are given
chance to sit in the interview of headmaster, secondary school.
l Every secondary school head with continuous service of 5 years are
given the chance to sit in the interview of Principal, senior secondary school.
l Principal are given promotion to the Joint Director on seniority
basis.
However, there
is no any promotion avenue for primary school headmaster.
Academic Support
System and Academic Support Structure
Teachers’
Support System is the system established to support teachers to update and
enhance their performances and professional competencies. It is a platform
where a teacher comes, talks about classroom processes and pedagogical issues,
expresses and clears doubts, and the like. The support system has to provide onsite
supports to the teachers on pedagogical and other issues related to school
processes.
The following
institutes are the number of Teachers Support Systems available in the State:
SIE
|
DIET
|
BRCs/
Sub-Divisional
Offices
|
CRCs/
School Complexes
|
Remarks
|
01
|
01
|
09
|
131
|
The recently
created 24 Block Administrative Centres (BACs) are being converted into BRCs
in the state.
|
The quality in
school education is the burning concern of the globe at present. The search of
quality in education has led to the consumerism and emergence of education
shops in the country. A literacy programme is being propagated in the name of
education. The core of the education like moral ethos, work for peace,
tolerance and universal brotherhood etc. are being neglected. It is always expected that the education
should groom a child with complete personality and a man of culture. Culture
has metaphorically, been describe as the light that emits out of diamond, and
not the diamond itself. In humans, culture represents an individual in his or
her totality. Hence, it is much more than knowledge. It represents an
integrated personality that is well rounded, that emits warmth and human
values. It is manifested by the way an individual treats himself or herself,
other human beings animals, plants, places, objects, and the like. It is the
totality of the person.[1]
The availability
of the efficient support structure and its organizational pattern decides
efficiency of the whole system. The effective support structure with effective
organizational pattern definitely brings effective outcomes.
Information about
level-wise Political/Local bodies, Administrative and Academic Support structure
in Elementary Education in the State:
Level
|
Political/Local
bodies
|
Administrative
|
Academic
|
State
|
Ministry of HRDD, Govt. of
|
Secretariat/Directorate of HRDD headed
by the Secretary/Directors (Academics & Administration and Elementary
Education & Literacy )
|
SIE headed by the Director (Academics and Administration)
|
District
|
Zilla Panchayat
|
District HRD Office headed by the Joint Directors
|
One DIET at State Capital in East District headed by the Joint
Director (only DIET of the State)
|
Sub-Division
|
Zilla Panchayat
|
Sub-Divisional HRD office headed by the Deputy Directors
|
Block Resource Centres headed by the BRC Coordinators
|
Block
Administrative Centre
|
Zilla Panchayat
|
BAC level HRD office headed by the Assistant Directors
|
-
|
Cluster/Complex
|
Gram Panchayat,
School Managing Committee
|
School Complexes or Cluster Resource Centres headed by the Complex
Organizers or CRC Coordinators
|
Cluster Resource Centres headed by the CRC Coordinators
|
Village
|
Gram Panchayat,
School Managing Committee
|
Headmaster
|
CRC Coordinators/
Teachers
|
State Institute of Education
and DIET in Sikkim
National
Institute of Education (NIE) was set up as the educational support system for
the educational management at the National Level after independence and on the
line of NIE, State Institute of Education (SIEs) were set up at the state
level. National Institute of Education (NIE) was upgraded to Nation Council of
Educational, Research and Training (NCERT) in the year 1964. Accordingly, the
SIEs at the state level were also upgraded to State Institute of Educational
Research and Training (SCERT). At present very few states like Arunachal Pradesh
and Sikkim
The scope of
work of SIEs included in-service training of elementary school teachers,
teacher education and supervision, reviewing and revising school curriculum and
syllabus, providing extension services, improvement of science and environment
education, population education, preparation and distribution of Audio Visual
aids and publication of learning materials for elementary schools.
Its major
functions include:
- Improvement in the quality of
education and teacher training at the elementary stage,
- Improvement in the in the system
of inspection and supervision,
- Conducting research and
innovations in elementary education, and
- Coordination with the state and
NCERT.[2]
The State
Institute of Education in Sikkim
Sometime back a
team was constituted at the state level to strengthen the SIE by upgrading into
the SCERT. The team had recommended the restructuring of SIE into SCERT. Since
SIE is not notified as SCERT, though it caters the service of SCERT for the
state. It functions as the academic wing of the Directorate of Human Resource
Development Department. The different cells at SIE are as under:
1.
English
2.
Mathematics
3.
Science
4.
Social Studies
5.
Population Education and
6.
Extension Services
The SIE, Sikkim
SIE is the apex
level academic body in the state of Sikkim Sikkim
ü Curricular research, development, design as well as curriculum
renewal
ü Textbook renewal
ü To conduct action research and CCE.
ü Develop modules/materials for teacher training
ü Develop teaching learning materials
ü To mentor and provide guidance to DIET
ü To train teacher educators, Teachers, other administrative personnel
ü To develop new methodologies for learning/curriculum transaction
District
Institute of Education and Training in Sikkim
DIET is the
district level Teachers’ Support System established as envisaged by the
National Policy of Education (NPE) 1986. On this centrally sponsored scheme,
almost all the states and Union
Territories
- providing pre-service and
in-service education to elementary school teachers;
- providing training courses and
continuing education to non-formal and adult education instructors and
supervisors, and also providing the services of resource and learning
centres to teachers and instructors; and
- conducting action research and
experiments.[3]
Manpower of
Existing DIET:
Principal
|
Teaching Staff
|
Non- Teaching Staff
|
||
Subject
Expert
|
Physical
Education Instructor
|
Grade
III
|
Grade
IV
|
|
01
|
08
|
01
|
07
|
05
|
Source: DIET (2007-08)
Apart from the
regular pre-service teacher education for elementary stage, DIET also
undertakes the following training pogrammes:
- Development of textbook for
monastic school.
- Orientation programme for heads of
primary school
- Undertake academic inspection of
schools.
- 40 days orientation/training for
school mothers
- Training on philosophy and goal of
SSA
- Training for community ownership
of educational institutions
- Conduct
pretest and posttest especially during content enrichment programme.
The entire
training programme mentioned above also incorporate the following areas to make
the teachers aware:
a)
Latest teaching techniques
b)
AIDS
c)
Disaster Management
d)
Inclusive Education
e)
Adolescence Education
f)
Child Psychology
g)
School Organization
h)
Health Education.
DIET also provides following supports to SSA
as and when needed:
1.
Providing academic support to schools
2.
Curriculum and Textbook development
3.
Development of state specific Monitoring Tools
4.
Prepare in-service training
package for primary teachers.
Block
Resource Centre and Cluster Resource Centre
Block Resource
Centre as the teachers’ support system came into existence after the inception
of Sarva Shiksha Abhiyan in the country. It is the downward percolation of
support system to sub-district levels so as to make support system nearer to
implementation level. However, the concept of Cluster Resource Centre is not
new as there was the system of school complexes.
In Sikkim
Regarding
Cluster Resource Centres (CRC), the state renamed the existing school complexes
as the Cluster Resource Centres and the complex organizers are designated as
the Cluster Resource Centre Coordinators (CRCC). The CRCCs conduct cluster
level meetings of teachers, inspection of their feeder schools and provide
academic supports to the teachers wherever it is felt necessary.
Teacher Training
The NPE – Programme of Action (PoA)
envisaged a child-centered approach to promote universal enrolment and
universal retention of children up to 14 years of age and substantial
improvement in the quality of education in the school.[4]
It is the matter of 1992 i.e. almost 16 years before but the concept of child
centered schooling is yet to be percolated down to teachers and cross the
portals of the classroom.
‘Child-centered’ pedagogy means giving
primacy to children’s experiences, their voices and their active participation.[5]
The children are to be made involved in the teaching learning process by making
the class joyful and nearer to their daily observations and experiences. This
is possible only if the teaching learning process is made more democratic,
activity based, participatory and communicative. Too often teachers enter the
classroom not knowing how too make a lesson plan, to handle discipline
problems, to talk with parents, to ask different questions on different levels
of complexity, to work with small groups of children, to analyze learning difficulties,
to grade papers, to give different kinds of tests, to conduct field trips, to
involve students with widely different ability and achievement levels in
overcrowded classrooms, to use computers and other instructional aids as
teaching resources, to lead discussions and on and on.[6]
Moreover, this sort of pedagogical expertise requires specific trainings.
State Institute
of Education and District Institute of Education and Training jointly conduct trainings
of the teachers. DIET was running one year in-service Training programme for
primary teachers who did not have professional qualification from 1979 to 2003.
Presently DIET, is offering two year pre-service teachers education for the
elementary stage. Target groups are
identified by district authorities. Once the training is scheduled the district
authorities are required to nominate teachers. These teachers are called at
DIET through District authorities. They are trained on those areas based on the
requirements submitted by district concerned. Duration of training is decided
as per the course content and the methodology is decided by DIET depending upon
the target. Inspection team is constituted and follow up strategy is developed
depending on which area is to be studied or taken care of.
The major areas
on which the SIE and DIET conduct the teachers training are as under:
- Conduct training programme for
DRGs/BRPs identified by the District Project Offices of all four district
of the state, who in turn conduct training to in-service primary teachers
in respective districts and blocks in 20-day in-service teachers training
mode.
- Organize content enrichment
training programme for in-service primary teachers teaching English, EVS
and Mathematics on need based as proposed by District Heads.
- Conduct training programme for
BRCs and CRCs as per the demand of the District Head like classroom
observation/monitoring and supervision.
- Training
programmes of TLM development and its use in classroom is prepared keeping
in view the duration and the target group.
- District
authorities nominate the working Post Graduate Teachers who are trained by
DIET to work as Resource Persons.
20-day
Training conducted under SSA
Sarva
Shiksha Abhiyan has different dimensions on quality intervention. One among
them is the teacher training. The teacher trainings incorporated in the SSA
intervention are of three types which given as under:
¨ 20-day training for in-service teachers;
¨ 30-day training for newly recruited teachers; and
¨ 60-day training for untrained teachers.
The state has
conducted 20-day typed in-service teachers training in phase wise manner on
content up-gradation and pedagogy for in-service primary teachers. The total
numbers of teachers covered under this training as on 31st 2008 is
2879 which is 67.84% of the total primary teachers of the state.
Teachers
Performance Appraisal and Teacher Recognition
It is often seen
that the inefficient and non-performing workers get away without any action
against them. Sincere workers have hardly any incentive to put in more and
become discouraged. Performance Appraisal is one of the effective tools to
strengthen the individual accountability of an employee. It also helps to track
both the performing and non-performing, committed and non-committed, competent
and incompetent, committed and non-committed, confident and non-confident, workers
within the system.
Performance appraisal of teacher is one of
the best instruments for the improvement of teaching and learning in the
classrooms. It helps the teachers to identify his strengths and weaknesses in
the management of teaching-learning process and enhance his professional skills
and performance. As such it would improve the overall management of school and
provide an opportunity to consider the effective management of change.[7]
The State
Government has already declared an award called ‘Shikshak Shiromani’ which will
be the highest award for the teachers in the state. The details of selection processes and the
criteria are being devised. Other than this, the committed and dedicated
teachers are being given recognition by parents and PRIs. The department has
its own scheme to give the recognition to teachers through appreciation letter,
commendation certificate and awards.
The following
certificate and awards are conferred to the renowned teachers of the state
every year on the auspicious occasion of Teachers’ Day:
- Commendation Certificate for 16
teachers;
- State Award for 08 teachers; and
- National Award for 02 teachers.
Problems and
Issues
Some of the
major problems which need to be addressed are as under:
- Teacher Rationalization
- Inadequate Teacher Support System
- Conventional Teaching Practices
- Traditional system of Monitoring
and Supervision
The state is
facing problems due to the lack of norms or guidelines pertaining to the
transfers and postings of teachers. It has affected the education of the
innocent children who are studying in the schools located in the remote corner
of the state. However, it is also seen that some of the state having these
norms are not adhering to the norms.
Thus, it became a dilemma to have or not to have the norms and
guidelines of transfer and posting of teachers in the state.
Another problem
of the state is the inadequate Teacher Support System. It is already mentioned
that SIE, Sikkim is doing the job of SCERT in the state and has very less time
even to conduct short term trainings like orientation, refresher courses etc.
The only DIET of the state always remains preoccupied with PST programme. It
hardly can spare time to conduct panel academic visits to the schools or any
short term training programmes. Because of this, teachers are getting very less
academic supports and chance to update themselves.
It has been
observed that the approaches being adopted by the educational managers
(inspecting officials/school heads) to monitor, supervise and evaluate the
educational institutions as a supervising and monitoring official of the department
are not meeting the expectations and perceptions of the government and the
civil society. Moreover, it is seen
that the concepts and modalities of monitoring, supervision and evaluation of school
education varies from person to person. There is neither specific set of
targets diagnosed to be focused upon during the school visits nor specific
techniques being adopted to diagnose the inadequacies on teaching learning
processes.
Conclusion
Since the
concerns and prospective of education is being changed, the ways of managing
the teachers is to be changed accordingly to meet up the inadequacies created
by liberalization, privatization and globalization. The clear cut role definitions of every
category of employees, their role relations to execute the works,
re-engineering of the management set-up that suit the nature of the working
system, re-engineering of the monitoring, supervision and evaluation system etc
are some of the areas of desirable systemic reforms at present. It is also
expected that the management system should have the target on the upliftment of
morale of the workers that inculcate the sense of accountability within them.
References:
1.
Mahajan, Baldev and Majumdar,
Srilekha. (1995) Educational
Administration in Sikkim ,
New Delhi
2.
Mukhopadhyay, Marmar and Tyagi,
RS (Eds.) (2001) Governance of School
Education in India New Delhi
3.
Government of Sikkim
4.
Government of Sikkim
5.
Risley, H.H. (1894) Gazetteer of Sikkim ,
Calcutta , Bengal
Secretariat Press
6.
Mukhopadhaya, Marmar. Total Quality Management, New Delhi
7.
Government of India New
Delhi
8.
Government of India New Delhi
9.
Tyagi, R.S. Performance
Appraisal and Professional Development of Teachers
10. Long, Dilbert and Riegle, Rodney. (2002) Teacher Education – The Key
To Effective School
Reform, London
11. DISE 2007-08
12. Internet Websites
[1] Mukhopadhyay, Marmar, Total Quality Management in Education p. 26
[2] Governance of School Education in India
[3] Governance of School Education in India
[4] PoA p.77
[5] NCF 2005, p. 13
[6] Long, Dilbert and Riegle, Rodney, Teacher Education – The Key To Effective School
[7] Tyagi, R.S., Performance Appraisal and Professional Development of
Teachers p. 2
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