ASSESSMENT OF PRE-PRIMARY EDUCATION IN THE SOUTH DISTRICT OF SIKKIM

-          Dhan Bahadur Subba,

Assistant Director HRDD/South

 

The type of education designed for children prior to their formal entry into the education system is referred to as pre-primary education. Pre-primary education targets children aged 3 to 6 years and is regarded as a pivotal phase. This stage offers children the chance to experience a miniature community setting where they engage in daily work and play with peers of similar and differing ages. Through this environment, potential biases and social difficulties are preemptively addressed. Furthermore, pre-primary education serves to prepare children for formal schooling and elevates their performance standards in primary classes. This form of education holds significant value for the physical, emotional, and cognitive growth of children, particularly those coming from less-than-ideal home environments. The advancement of a nation is intricately tied to the progression of its youngest citizens, prompting UNICEF to use children's development as a gauge for national advancement.

The core objective of pre-primary education is the all-encompassing growth of the child. This development encompasses various facets, as delineated in the book "A Guide for Nursery School Teachers" published by NCERT in 1978:

1. Development of Physical Health and Motor Skills;
2. Development of Good Health Habits;
3. Development of Desirable Social Attitude and Manners;
4. Development of Emotional Maturity;
5. Development of Aesthetic Values;
6. Stimulation of Intellectual Curiosity;
7. Encouraging Independence and Creativity; and
8. Development of Language.

In Sikkim, pre-primary education is dispensed by both government entities and private institutions, including the Human Resource Development Department, Social Justice, Empowerment and Welfare Department, and private schools. The South District alone houses 265 ICDS Centres managed by the Women and Child Division of the Social Justice, Empowerment, and Welfare Department of the Sikkim Government. These centers provide care and education for pre-primary children. However, the instruction provided in these centers doesn't meet the criteria for formal education and doesn't qualify for admission to Grade I in Government Schools. Private schools also play a role in offering pre-primary education, with 109 such schools in the South District. They offer playgroups, nursery classes, Lower Kindergarten (L/KG), and Upper Kindergarten (U/KG) levels of pre-primary education.

The Human Resource Development Department is the largest contributor to pre-primary education in the district, encompassing around 56% of children enrolled in government schools. Pre-primary education is seamlessly integrated into the formal school structure, with every school having a dedicated pre-primary section. A teacher, known as the "School Mother," is assigned to instruct these young learners. It's suggested that children should ideally be five years old when entering pre-primary classes, setting them up for enrollment in the regular school system at around the age of six, after completing a year in pre-primary class. 

As mentioned, the education provided by ICDS centers isn't considered preschool education according to government schools in the district. Consequently, whether children attended ICDS centers or not, they must enroll in pre-primary classes. This situation contributes to an accumulation of older children within the school system, a factor associated with academic struggles and dropouts.  

Hence, embarking on a succinct inquiry into the age distribution of children registered in pre-primary classes within government schools is deemed exceptionally valuable. This research endeavor involved the meticulous selection of 66.82% of all government schools in the district, accomplished through a rigorous process of random sampling. The study, which focuses on the age distribution of children participating in pre-primary classes within government schools, was executed through a thoughtfully chosen sample of schools. This strategic approach entailed the inclusion of 77.54% of schools from Namchi Sub-division and 49.42% of schools from Ravang Sub-division, effectively enhancing the depth of insight into the age-related dynamics among children enrolled in pre-primary education. The primary objective of this undertaking was to aggregate age-specific enrollment data specifically relevant to pre-primary classes. The information collected was meticulously organized, taking into account factors such as gender, age, and sub-division. The subsequent table, presented in this context, furnishes a comprehensive overview of the dispersion of children among different age groups who are actively participating in pre-primary education within government schools.

Sub-Division	<5 years		5 years		6 years		7 years		8 years
	B	G	B	G	B	G	B	G	B	G
Namchi	6.99	7.43	19.41	19.13	14.09	12.76	6.88	6.21	2.94	1.39
Ravang	4.50	5.18	16.37	17.05	15.69	16.23	8.05	7.91	3.27	2.46
District	6.27	6.78	18.53	18.53	14.55	13.76	7.22	6.70	3.04	1.70

 

Sub-Division	9 years		10 years		11 years		12 years
	B	G	B	G	B	G	B	G
Namchi	0.94	0.78	0.61	0.28	0.00	0.06	0.11	0.00
Ravang	0.82	0.82	0.68	0.27	0.27	0.41	0.00	0.00
District	0.91	0.79	0.63	0.28	0.08	0.16	0.08	0.00

Source – School Report Card 2007

The children attending the pre-primary class represent a diverse range of ages, spanning from 4 to 12 years. When considering the entry age into the preschool system as <6 years, the district only accounts for 50.11% of children within the appropriate age range. This implies that a significant 49.89% of children enrolled in pre-primary classes within government schools are actually older than the ideal age.

As previously stated, the educators responsible for instructing pre-primary classes in the State are referred to as School Mothers, a designation reserved exclusively for women. The process for appointing school mothers is straightforward, as candidates are not required to undergo competitive examinations or interviews for selection. Appointments are made solely at the discretion of area MLAs. During the early 1980s, a considerable number of school mothers were hired with an education level below matriculation, given that the position was remunerated on a fixed-pay basis at that time. Subsequently, the requirements were revised, and individuals with at least a matriculation qualification or a pre-primary teacher training certificate received a standardized pay scale. 

The State Government has established a specific quota for school mothers who exhibit higher qualifications in the primary teacher selection test. Consequently, qualified and proficient school mothers are promoted to the role of primary teachers, while those with lower qualifications remain at the pre-primary level. This situation has led to a decline in the quality of pre-primary education within the state, an issue that cannot be rectified easily. Moreover, analyzing the results of annual examinations for the pre-primary class over the past three years reveals an average failure rate of 46% each year.

 The educational qualifications of school mothers within the district are also a cause for concern. To address this, the subsequent table has been included in this document.

Sub-Division	Percentage of School Mothers by Qualification
	Under Matric	Class X	Higher Sec	Class XII	Graduate
Namchi Total	24.67	45.33	3.33	24.67	2.00
Ravang Total	19.48	49.35	2.60	23.38	5.19
District Total	22.91	46.70	3.08	24.23	3.08

Source: Teachers’ Bio-data Book 2007

The presented table highlights that the majority of school mothers fall under the matriculate category. Notably, 22.91% of school mothers in the district still possess below the matriculation level of education.

In the course of school visits, it has been observed that pre-primary classes in government schools are not exclusively assigned to school mothers. Instead, primary teachers are also deployed to teach these classes. While school administrators argue that primary teachers are more qualified and efficient, and thus better suited for the task, this practice cannot be endorsed due to the distinct nature of pre-primary and primary education levels. The management of classrooms, child interaction, teaching methodologies, and more, significantly differ between pre-primary and primary levels. Technically, primary teachers may lack the competence required for teaching pre-primary classes.

Teaching and learning processes are intricate and require proper training. Entrusting a teaching role to an individual without proper training is not advisable. Pre-primary education, often termed early childhood education, is expected to introduce foundational concepts like the 3 R's (reading, writing, arithmetic). However, formal methods for introducing these concepts are discouraged, with emphasis placed on activities and play-based approaches. 

An observation has been made that the assessment of children attending pre-primary classes in government schools is conducted in a formative manner, which may not be conducive to their learning experience. It is recommended that the assessment methods for pre-primary children should be continuous and comprehensive. Additionally, the retention of children in this class should be avoided.

A suggestion is put forth to categorize the pre-primary class into three groups based on the children's ages within a classroom, facilitating multilevel teaching. The proposed age-based segregation could be structured as follows:

• Children aged 3 years in Pre-primary - “C” Group
• Children aged 4 years in Pre-primary - “B” Group
• Children aged 5 years in Pre-primary - “A” Group

This arrangement ensures that a child enters the primary level at precisely 6 years old and prevents the accumulation of overage children in the pre-primary level. 

***

References:

1.       Safaya, Dr. R.N., Current Problems in Indian Education, p. 23

2.       DOABA Pre-Primary and Nursery Teachers’ Training/Education Guide, p. A-72

3.       The Education Commission (1964-66)

4.       A Guide for Nursery School Teachers, 1978

5.       Teachers’ Bio Data Book 2007

6.       School Report Cards DISE

 

(A paper written in 2007)