Early Childhood Education, often referred
to as Pre-primary Education, plays a vital role in shaping a child's
well-rounded personality. Recognizing the paramount importance of the early
years in a child's formative development, educators worldwide began focusing
their efforts on early childhood education during the early nineteenth century.
Typically, this stage of education encompasses the years from 3 to 5 in a
child's life.
The formal inception of Early Childhood
Education can be attributed to the establishment of the first kindergarten
school by Friedrich Froebel in 1837 CE in Blankenburg, Germany—a landmark
moment in the history of early childhood education. In contrast, in India, the
concept of early childhood education took root relatively late, with the
emergence of some nursery schools occurring in the latter half of the
nineteenth century. Notably, even Mahatma Gandhi's initiative for pre-basic
education for young children struggled to gain prominence.
A significant turning point in India's
approach to early childhood education came with the Sergeant Plan of Education
in 1944 CE. This plan recognized the crucial role of Pre-Primary Education for
children aged 3 to 6 years. It advocated for the integration of Pre-Primary
Education with basic or elementary education, with a particular focus on rural
areas. Moreover, the plan emphasized the importance of well-trained female
teachers in nursery schools and championed the provision of free Pre-Primary
Education as an essential aspect of education, regardless of the circumstances.
Interestingly, historical records do not
provide substantial evidence of a formal early childhood education system in
Sikkim before the year 1980 CE. It is noteworthy that preschool education,
referred to locally as the 'Dhungay Class,' appears to have been introduced in
Sikkimese schools following the implementation of the Sergeant Plan in 1944 CE.
However, there is a significant lack of accessible records shedding light on
the history of pre-primary education in the region. Moreover, research in this area
is notably limited, and existing findings seem incomplete due to the absence of
reliable information. Nonetheless, some sources indicate that schools in Sikkim
before 1954 CE included pre-primary classes, known as the 'Infant Class,'
although it is noted that these classes were not universally present in all
schools during that period.
The pre-primary or preschool education
system, known as the 'Dhungay Class,' in Sikkim, followed a unique narrative
characterized by limited adherence to the early childhood curriculum. In this
region, childhood was significantly extended, especially till the 1970s.
Children, usually around the ages of 5 to 6, were commonly seen wearing minimal
clothing, at times even being naked, especially during the summer months, as
they accompanied their mothers around the village and neighbouring areas. Their
winter attire served the primary purpose of keeping warm rather than being
driven by considerations of modesty.
It was usual for parents to enroll their
children in school around the age of 7, a time when they were already
considered somewhat mature for early childhood education. Elderly residents
fondly reminisce about their first educational encounter, known as the 'Dhungay
Class.' In this class, students used stone pebbles as tools (TLM) to become
familiar with the alphabet and basic numbers, a prerequisite for progressing to
the first grade. Exceptional performers in the 'Dhungay Class' could move on to
the first grade at any point during the year, without strict adherence to a
full-year schedule.
In the late sixties, the pre-primary
classes were designated as C, B, and A. A high-achieving student could complete
all three stages within half a year, and transition to the first grade, or even
get a double promotion to grade two. This pre-primary education system in
Sikkim, before the seventies, stood in stark contrast to the prescribed
Montessori curriculum.
In his book 'सिक्किममा शिक्षाको विकास (संक्षिप्त परिचय),' Mr. Prem
Thulung discusses the educational developments in Sikkim. He notes that in 1965
CE, infant classes were discontinued in schools with the aim of implementing
the Montessori kindergarten system, which marked the beginning of pre-basic
education. A selected group of teachers was sent abroad for training to
facilitate this transition.
During this period, parents and guardians
were advised to teach the alphabet to their children at home, as pre-primary
classes in schools were temporarily halted. The schools were instructed to
admit students only into the first grade if they had prior knowledge of the
alphabet. However, a significant challenge arose because many parents were
illiterate at the time and couldn't ensure that their children had acquired the
necessary alphabet skills at home. Consequently, schools were compelled to
admit children even if they lacked alphabet proficiency.
As a result of these circumstances, the
educational standard at the primary level declined, leading to an increase in
the number of school dropouts. In response, many schools initiated pre-primary
classes independently to address the dropout issue and improve overall school
performance. Unfortunately, the intended Montessori kindergarten system did not
become a reality in public schools in Sikkim.
In the year 1972 CE, when I was admitted
to Bermiok Total School, I was nearly 7 years old. I was assigned to a class
called "INFANT," rather than the 'Dhungey Class' as my elders had
referred to it. During that period, this "INFANT" class served as the
pre-primary level, with separate classes designated as one and two situated
adjacent to mine. This particular class was designed to introduce newcomers to
the school to the fundamentals of the alphabets and basic numeracy, as I
mentioned earlier. The tradition of having an "INFANT" class before
entering Class One appears to have been widespread in Sikkim, as recounted by
elderly individuals who attended schools in the late sixties and early
seventies.
Even after Sikkim's merger into the Indian
Union, the one-year pre-primary education system was not entirely eliminated
from formal schools in Sikkim. In fact, some literature indicates that
preschool education was revived following the merger. While pre-primary
education was transitioned to the purview of the Integrated Child Development
Services (ICDS) under the Ministry of Women and Child Development in many
Indian States and Union Territories, Sikkim chose to retain its one-year
pre-primary system within its school education framework. It's significant to
emphasize that Sikkim implemented the Integrated Child Development Services
(ICDS) while also concurrently maintaining a separate pre-primary section in
government schools.
However, it came to light, as documented
by Mr. Prem Thulung in his book, that not all government schools in Sikkim
provided pre-primary classes between 1976 CE and 1984 CE. Mr. Thulung's book
contains a table, sourced from the Education Department, outlining the
year-wise count of schools with pre-primary sections. This information holds
relevance in our current discussion.
Table: 4(1) – Number of Schools in Sikkim
with Pre-Primary Classes (Sections) from 1976 CE to 1984 CE
|
Year
|
1976
|
1977
|
1978
|
1979
|
1980
|
1981
|
1982
|
1983
|
1984
|
|
No.
of Pre-Primary
|
30
|
55
|
70
|
85
|
100
|
-
|
120
|
145
|
165
|
|
% of schools with PPs
|
8.62
|
14.86
|
17.90
|
20.00
|
22.03
|
-
|
22.43
|
26.03
|
27.87
|
The table above illustrates that among the
596 government schools in existence in 1984 CE, only 27.87% of these schools
had pre-primary classes integrated into their structure. This implies that 431
government schools did not offer pre-primary education till the end of 1984 CE.
When discussing this with individuals who were enrolled in schools during the
late seventies and early eighties, it became apparent that certain schools
lacked pre-primary sections, and students were admitted directly into the first
grade.
I want to emphasize to readers that before
the formation of the Sikkim Janata Parishad Government under the Chief
Ministership of Mr. Nar Bahadur Bhandari, Sikkim a dedicated teacher for the
pre-primary section, referred to as the "School Mother" existed. Senior
teachers from that time recall that School Mothers were present in certain
schools in Sikkim by 1977-78 CE. However, while
writing this book, no records regarding the official decision to create the posts
of school mothers could be located. Upon further examination of the
literature, it becomes apparent that the number 165 mentioned in the table
above represents the schools with SCHOOL MOTHERS. This implies that there were
schools with pre-primary sections that did not have SCHOOL MOTHERS in place.
A significant transformation occurred in
pre-primary education in Sikkim following the enactment of the National
Education Policy in 1986. Schools lacking pre-primary sections initiated such
sections, making it compulsory for all schools in Sikkim to incorporate
one-year pre-primary classes, albeit without fully embracing all aspects of
Early Childhood Care and Education. Teachers assigned to teach pre-primary
classes, referred to as 'School Mothers,' were directly appointed by Members of
the Legislative Assembly (MLAs) without undergoing interviews, with many of
them having education levels below matriculation. The minimum qualification fix
for School Mother was Class VIII passed. Additionally, there was no provision
for induction training for these School Mothers. However, Operation Blackboard
(OBB), an important NEP 1986 initiative, played a vital role in strengthening
pre-primary education in Sikkim.
Girls' education in Sikkim suffered from
neglect before the second decade of the twentieth century. There was a
prevalent belief that sending girls to school could result in them being
accused of witchcraft. Consequently, the participation of girl children in
education was almost non-existent until that time.
However, the establishment of a girls'
school in Gangtok in the year 1924 CE marked a gradual shift in this pattern, although
there had been a girls' school catering to the daughters of Kazis and Thikadars
since 1912 CE in Gangtok. The NIEPA publication, "Educational
Administration in Sikkim: Structures, Processes, and Future Prospects," presents
encouraging data regarding the participation of girl children in pre-primary
school. Below, you'll find a table displaying the percentages of girl
children's participation in pre-primary education for the years 1985 to 1991:
Table: 4(2) Percentage of Girl Children in
Pre-primary Class in 1985-86 to 1990-91
|
Stage
|
1985-86
|
1986-87
|
1987-88
|
1988-89
|
1989-90
|
1990-91
|
Pre-Primary
(4-6 years)
|
44.2
|
42.7
|
46.0
|
45.5
|
45.1
|
44.6
|
While the data provided above may not
reveal consistent patterns in the participation of girl children when analyzed
on a year-by-year basis, it does indicate that there were more girls above the
age of 6 attending the class. I, personally, served as a government primary
teacher starting from the year following 1988 CE, and during my tenure, I
recall that some girl children would enroll late due to their responsibilities
at home, particularly in caring for younger siblings.
The NIEPA publication also provides data
on schools existing during the year 1991-92, classified by their management and
type. Within this publication, the table displays the total count of
pre-primary sections for that particular year as 700, which aligns with the
total number of schools categorized in serial numbers 2 to 6. To delve into
this information in greater depth, readers are encouraged to consult the table
below for comprehensive details.
Table: 4(3)
|
Sl.
No.
|
Institution
|
Management
|
|
Govt.
|
Pvt. Aided/
Recognized
|
Total
|
|
1.
|
Pre-primary School
|
700
|
-
|
700
|
|
2.
|
Lower Primary
School
|
266
|
-
|
266
|
|
3.
|
Primary School
|
244
|
-
|
244
|
|
4.
|
Junior High
School
|
119
|
3
|
122
|
|
5.
|
Secondary School
|
56
|
1
|
57
|
|
6.
|
Senior Secondary
School
|
15
|
3
|
18
|
|
7.
|
Sanskrit Pathshala
|
-
|
9
|
9
|
|
8.
|
Monastic School
|
-
|
37
|
37
|
|
9.
|
Anjuman Islamia Madarsa
|
-
|
1
|
1
|
|
10.
|
District
Institute of Education & Training
|
1
|
-
|
1
|
|
11.
|
Karma Dharma Chakra Centre
|
-
|
1
|
1
|
|
12.
|
Sikkim
Government College
|
1
|
-
|
1
|
|
13.
|
Sikkim Law College
|
1
|
-
|
1
|
|
14.
|
Sikkim Institute
of Higher Nyingma Studies
|
1
|
-
|
1
|
|
15.
|
Industrial Training Institute
|
1
|
-
|
1
|
|
16.
|
Jawaharlal Nehru
Memorial Institute for the Handicapped
|
-
|
1
|
1
|
|
17.
|
Sikkim Institute of Tibetology
|
-
|
1
|
1
|
|
|
TOTAL
|
1405
|
57
|
1462
|
It is of utmost importance to provide
clarification regarding the data presented in the table above concerning
pre-primary schools. The presentation may lead one to believe that these
schools operated as independent entities alongside lower primary schools,
primary schools, junior high schools, secondary schools, and senior secondary
schools. However, it is crucial to highlight that only the schools listed in
serial numbers 2 to 6 maintained a separate but integrated structure. The
pre-primary schools listed in serial number 1 of the table above were, in
reality, the pre-primary sections attached with independent (stand-alone) lower
primary schools, primary schools, junior high schools, secondary schools, and
senior secondary schools. This potential misinterpretation could pose
challenges for future researchers, particularly when those knowledgeable about
these nuances are no longer available for clarification.
However, the data regarding pre-primary
schools in the table above demonstrates that pre-primary sections had become an
integral component of all government schools by the academic year 1991-92 CE.
The data concerning children enrolled in
pre-primary classes was generally overlooked in all government schools, as it
served no specific purpose for the Department of Education. All facilities and
incentives provided to schools were directed towards students in Class One and
above. Even the mid-day meal program did not encompass pre-primary classes,
despite these children being the ones truly deserving of such support within
the school.
All of this indicates that the pre-primary
sections within government schools lacked formalization. Consequently, data
regarding children attending pre-primary education in government schools were
neither collected nor recorded, unlike the data for primary and upper primary
levels.
Reflecting on my time as a teacher at my
school in 1991 CE brings forth a poignant memory. I was taken aback to find the
pre-primary children sitting on the chilly cement floor when I first arrived.
This was particularly concerning given our school's location at a lofty
altitude of nearly 5,500 feet, where even in June, newcomers often needed
sweaters for warmth. Seeing the youngest members of our school community
without proper seating deeply saddened me.
Upon investigating, I discovered that the
previous wooden flooring had been replaced with concrete during repairs.
Determined to rectify this, I urged my head teacher to organize a
parent-teacher meeting. During this gathering, I passionately appealed to the
parents for assistance, requesting them to contribute wood planks to create
seats for the children. Some parents responded apathetically, stating that
their duty was solely to send their children to school, while it was mine to
ensure their comfort and education.
Despite these initial challenges and
indifferent responses, the meeting ended on a positive note. Through collective
effort and understanding, we managed to acquire low-height desks and benches
for the pre-primary children. It was a small victory, but it made a world of
difference in providing a more conducive learning environment for those young
learners. Reflecting on this incident now, after my retirement, fills me with a
profound sense of satisfaction.
While researching sources regarding
reforms in pre-primary education in Sikkim following NEP 1986 and PAO 1992, I
found a document prepared by the Ministry of Education, Government of Sikkim.
This document, marked with the seal of the NIEPA Library & Documentation
Room (DOC – No. 7101), was entered on 2.6.1992. Titled "Government of
Sikkim, Report on Challenges of Education, A Policy Perspective," its
preface was written by the then Education Minister, Mr. K.N. Upreti. The
document elaborately discusses the envisioned reforms for pre-primary education
in Sikkim in the chapter "Report of the Discussions on Challenge of
Education, A New Education Policy." An excerpt related to the
recommendations for pre-primary education is presented below for readers'
reference.
“Some studies have shown that the
children who are involved in pre-primary education through Angan-vadis under
the Integrated Child Development Scheme tend to participate in education to a
much greater ex ten t a t later stages. Based upon this experience and also
keeping in view the compulsion of girls to look after their domestic chores, a
wholly different approach to elementary education has also been suggested
integrating the system within the education department.
There are 328 ICDS centres in the
State having an estimated enrolment of 10,000 children. Integrated services
combining education, health, nutrition and welfare are essential for the
development of a child, especially in the rural areas, where these must get
highest priority. It is an accepted medical fact that lack of proper food in
the preschool age can cause irreparable damage to the brain of a child. In the
light of this, it was recommended:
(i)
That there should be at least two years of pre-primary
schooling before the child is admitted to class 1. Two years in the pre-primary
would prepare the child for class I, thereby helping a great deal in better
performance.
(ii)
The issue of combining pre-primary and Integrated
Child Development Centres was well debated upon leading to the consensus that
in the best interest of the child both these should remain as separate entities
with education under competent teachers and health and nutrition under the
prevalent scheme.
With a view to
streamlining the enrolment to both these Centres it was suggested to have
children from 2 1/2+ to 4 years in the ICDS and 4+ in Pre-primary. Age of entry
to class I was to be 6+.
(iii)
It was stressed that each of the 405 revenue blocks in
the State should have an I.C.D.S. C entre and each of the primary schools
should have a pre-primary Centre.
(iv)
As the medium of instruction in the State schools was
English, efforts should be made to improve the standard of English for school
Mothers.
(v)
That an integrated two-year content-cum-methodology
course leading to trained school mothers should be started by the Education
Department to integrate them with the I.C.D.S programmes.”
The Dakar Conference of the World
Education Forum, conducted in Senegal from April 26 to 28, 2000, signalled the
initiation of a global movement emphasizing 'Education for All.' While the
movement had its origins in 1990 CE, the Dakar Conference significantly
amplified its momentum, imbuing education with a renewed sense of urgency. The
conference was dedicated to offering inclusive, high-quality, and pertinent
education accessible to all. Therefore, a thorough exploration of pertinent
sources is imperative to comprehend the current status of pre-primary education
within the ambit of this transformative framework.
Data on the Gross and Net Enrollment
Ratios of children attending early childhood care and education (ECCE) centres
in Sikkim is scarce. However, a publication by the Ministry of Human Resource
Development, Government of India, through the National Institute of Education
Planning and Administration, New Delhi, titled “Year 2000 Assessment
Education for All – India” (published in April 2000), provides data on the
Gross Enrollment Ratio of children in ECCE for the years 1990 and 1997-98. This
information is presented below for readers' reference.
Table: 4(4) – Comparative Picture of
GER-ECCE for 1990 and 1997-98
|
State
|
GER 1990
|
GER 1997-98
|
|
Total
|
Boys
|
Girls
|
Total
|
|
Sikkim
|
60.31
|
73.6
|
71.5
|
72.6
|
|
India
|
10.33
|
17.3
|
16.4
|
16.9
|
The table highlights the comparative
picture of the Gross Enrolment Ratio (GER) in Early Childhood Care and
Education (ECCE) for the years 1990 and 1997-98 for Sikkim and India. The total
GER for India increased from 10.33% in 1990 to 16.9% in 1997-98, indicating a
positive trend in ECCE enrolment. In 1997-98, boys had a slightly higher GER
(17.3%) compared to girls (16.4%), similar to the trend observed in Sikkim.
However, the overall increase in GER for both genders shows an improvement in
ECCE access nationwide.
The rate of increase in GER was more
significant in Sikkim compared to the national average. Sikkim's GER increased
by 12.29 percentage points (from 60.31% to 72.6%), while India's GER increased
by 6.57 percentage points (from 10.33% to 16.9%). Sikkim had a much higher GER
in both 1990 and 1997-98 compared to the national average, indicating better
access to ECCE in Sikkim relative to the rest of India.
Both Sikkim and India showed higher
enrolment rates for boys compared to girls in 1997-98, though the disparity was
relatively minor in both cases. These observations highlight improvements in
ECCE enrolment over the period, with Sikkim demonstrating particularly strong
growth compared to the national average.
The "Sikkim Statistical Profile
2002" book, in its presentation of pre-primary education statistics in
Sikkim, reports that as of March 31, 2000 CE, there were 23,162 students and
761 teachers (referred to as school mothers) across 739 schools. Additionally,
the publication details that the pupil-teacher ratio in pre-primary education
was 29:1 in 1998-99, 30:1 in 1999-2000, 30:1 in 2000-01, and 29:1 in 2001-02.
According to the findings of the Seventh
All India School Education Survey with a reference date of September 30, 2002
CE, India had a total of 4,93,700 pre-primary institutions, predominantly
located in rural areas (92.57%). The survey revealed an overall attendance of
2,64,53,000 children, with 1,28,89,000 (48.72%) being girls. In 2004 CE, global
pre-primary enrollment reached 12,36,85,000, as reported in the EFA Global
Monitoring Report 2007 titled "Strong Foundations – Early Childhood Care
and Education," published by UNESCO in 2006.
For the year 2005, the District
Information System for Education (DISE) data for Sikkim indicated a pre-primary
enrollment of 23,511, lacking gender-specific categorization. Despite this
limitation, these statistics are vital for comprehending the participation
trends of children in pre-primary classes in Sikkim during that period.
Subsequently, district-wise and management-wise details are outlined below.
Table: 4(5) – Enrolment in Pre-primary
Class as per DISE 2005
|
Management
|
East
|
West
|
North
|
South
|
Total
|
|
Government
|
6822 (75.18)
|
4790 (95.76)
|
1497 (72.92)
|
4762 (64.51)
|
17871 (76.01)
|
|
Private
|
2252
|
212
|
556
|
2620
|
5640
|
|
Total
|
9074
|
5002
|
2053
|
7382
|
23511
|
The table offers insights into how
pre-primary students were distributed between government and private
institutions according to DISE 2005 data. In the 2005-06 academic session, a
total of 23,511 children were enrolled in pre-primary classes, with 76.01% of
them attending government schools. Among the four districts, the West District
had the fewest children in private schools, at 27.08%, while the South District
had the relatively smallest proportion of children in government schools, at
64.51%. The East and North Districts had similar percentages of children
attending government and private schools. Overall, the table data highlights
the distribution of pre-primary class enrollment across different regions and
types of management, indicating varying preferences for government or private
management within these areas.
The 2006-07 Annual Report of Sarva Shiksha
Abhiyan also included data on pre-primary class enrollment, referring to
December 2005 CE. This enrollment figure encompasses students from pre-primary
classes in monastic schools, Sanskrit pathsalas, and Islamic educational
institutions. The extracted information from the report is provided below.
Table: 4(6) – Enrollment Data for Pre-Primary
Classes in Sikkim by District and Gender as of December 2005
|
District
|
Boys
|
Girls
|
Total
|
% of girls
|
|
East
|
6500
|
5433
|
11935
|
45.53
|
|
West
|
3910
|
3408
|
7318
|
46.57
|
|
North
|
1203
|
1171
|
2374
|
49.33
|
|
South
|
4008
|
3479
|
7487
|
46.47
|
|
Total
|
15621
|
13491
|
29114
|
46.34
|
The table provides data on pre-primary
class enrollment at the end of the 2005-06 academic session, categorized by
district and gender. The percentage of girls enrolled is calculated and
included in the table to give readers a quick view of girls' participation in
preschool education in Sikkim. It's evident that the East District has the
highest enrollment, likely reflecting its population size, but the low
proportion of girls enrolled is concerning. The only plausible explanation for
the East District's low percentage of girl students is that many girls may be
attending schools outside of Sikkim. Overall, the table offers insights into
the distribution of pre-primary class enrollment by gender and district in
Sikkim, highlighting differences in gender ratios and overall enrollment across
various regions.
In 2005 and 2006 CE, during my tenure as
an Assistant Director at the South District Education Office, I undertook a
study by gathering year-end enrolment data from all the government schools
within the district at that time. In the specified years, there were a total of
141 schools in the Namchi Sub-Division and 83 schools in the Ravong
Sub-Division. The following data, which presents enrolment figures categorized
by gender and subdivision, is now being presented as a sample to provide
insight into the participation of children in pre-primary education in Sikkim:
Table: 4(7) – Enrollment of Pre-primary
Class in 2005-06 and 2006-07 Academic Sessions in South District
|
Sub-Division
|
2005-06
|
2006-07
|
|
Boys
|
Girls
|
Total
|
Boys
|
Girls
|
Total
|
|
Namchi
|
1286
|
1219
|
2505
|
1158
|
1079
|
2237
|
|
Ravong
|
921
|
845
|
1766
|
793
|
743
|
1536
|
|
District
|
2207
|
2064
|
4271
|
1951
|
1822
|
3773
|
I closely observed a decline in enrolment
in pre-primary classes in South Sikkim District since the year 2001 CE, while
serving in the district from 1999 CE to 2010 CE. This trend is also evident in
the table above, with the enrolment for 2006-07 being lower than that for the
previous year, 2005-06.
In 2007 CE, I submitted my research paper
titled 'Reasons for Student Failure and Repetition at the Primary Level in
Government Schools of South Sikkim District' to the Department of Education.
This study was conducted with the approval of the then Secretary of Education.
In this research, I proposed a restructuring of pre-primary education,
suggesting a three-year program designed for children aged 3 to 5 years. This
proposed restructuring included the creation of Pre-primary C for 3-year-olds,
Pre-primary B for 4-year-olds, and Pre-primary A for 5-year-olds. Regrettably,
my suggestion was not put into action.
The above-mentioned unpublished research
paper was unfortunately misplaced within the Directorate of Education.
Nevertheless, it did analyze data for pre-primary children for the year 2006-07
based on their ages. Below, you will find a table detailing the ages of
children attending pre-primary classes in South District.
Table: 4(8) - Percentage Distribution of Children in Pre-Primary Class Based on Ages
|
Sub-div
|
<5 years
|
5 years
|
6 years
|
7 years
|
8 years
|
9 years & above
|
|
Boys
|
Girls
|
Boys
|
Girls
|
Boys
|
Girls
|
Boys
|
Girls
|
Boys
|
Girls
|
Boys
|
Girls
|
|
Namchi
|
6.99
|
7.43
|
19.41
|
19.13
|
14.09
|
12.76
|
6.88
|
6.21
|
2.94
|
1.39
|
1.66
|
1.12
|
|
Ravong
|
4.50
|
5.18
|
16.37
|
17.05
|
15.69
|
16.23
|
8.05
|
7.91
|
3.27
|
2.46
|
1.77
|
1.50
|
|
District
|
6.27
|
6.78
|
18.53
|
18.53
|
14.55
|
13.76
|
7.22
|
6.70
|
3.04
|
1.70
|
1.7
|
1.23
|
The table presented above highlights that
the children in pre-primary classes were already older than the typical age
range for such classes. This has implications for the gross enrolment ratios
once they transition into the formal school system. Additionally, it signals a
potential issue of children dropping out before completing their full eight
years of elementary education.
The aforementioned research paper includes
an examination of the dropout rates from pre-primary classes during the academic
session of 2006-07. Data on student enrolment was gathered at two distinct
junctures: at the start of the academic session and immediately after the
annual examinations. Subsequently, this data underwent a comprehensive
analysis, taking into account both sub-divisional and gender-based
perspectives. This analysis yields valuable insights into the enrolment
dynamics during that period and illuminates the patterns associated with
children discontinuing pre-primary education. The same data analysis is now
presented to provide readers with a clear understanding of the findings.
Table: 4(9) - Missing Children within the Academic Session
Sl.
No.
|
Name of Sub-divisions
|
No. of
Govt.
Schools
|
Enrolment at the
beginning of the
session
|
Enrolment at
the end of the
session
|
|
Boys
|
Girls
|
Total
|
Boys
|
Girls
|
Total
|
|
1.
|
Namchi Sub-Division
|
141
|
1158
|
1079
|
2237
|
1142
|
1068
|
2210
|
|
2.
|
Ravong Sub-Division
|
83
|
793
|
743
|
1536
|
757
|
726
|
1483
|
|
|
District
|
224
|
1951
|
1822
|
3773
|
1899
|
1794
|
3693
|
The table above highlights a reduction in
the student numbers by the end of the academic session compared to the initial
enrolment, indicating instances of students leaving school during the academic
session. The graph below presents the percentages of students who dropped out
from pre-primary classes during the 2006-07 academic session, categorized by
sub-division and gender:
Analysis:
Namchi Sub-division: The dropout rates in
Namchi Sub-division are relatively low, with approximately 1.21% of students
dropping out at the pre-primary level. Both boys and girls have similar dropout
rates.
Ravong Sub-Division: In Ravong
Sub-Division, the dropout rates are slightly higher compared to Namchi
Sub-Division. The total dropout rate is approximately 3.45%, with higher
dropout rates for boys (4.54%) compared to girls (2.29%).
District (Combined data): When considering
the district as a whole, the total dropout rate is approximately 2.12%. Boys
have a slightly higher dropout rate (2.67%) compared to girls (1.54%).
In the year 2010 CE, a deeply unfortunate
incident unfolded in the realm of pre-primary education in Sikkim. In October
2010, the government of Sikkim issued an Office memorandum, numbered
82/NLM/HRDD and dated 30.10.2010, which mandated the transfer of all 832
pre-primary teachers employed under the Education Department to various gram
and Nagar panchayat wards. Their new role was to facilitate literacy among
non-literate or newly literate individuals, with the title of "Panchayat
Education Assistants."
Tragically, this decision had the
unintended consequence of discontinuing pre-primary classes in formal
government schools. Despite this setback, a few schools managed to continue
offering pre-primary education independently. This decision by the government
was indeed regrettable, particularly in its impact on the overall elementary
education system.
Regrettably,
pre-primary education in Sikkim wasn't originally designed for children under
six years to attend schools. It appears that this one-year early education
program became inadvertently attached to every school in the state, and the
schools didn't resist its inclusion because they wanted to cater to the
educational needs of children one year prior to the usual entry age.
Consequently, these pre-primary students became integrated into the school
system. However, the facilities and benefits offered to schools were not
tailored for preschool children. They were ineligible for mid-day meals, free
uniforms, and free textbooks, and were even excluded from the purview of the
Right to Education Act of 2009. As a result, none of the relevant agencies,
including the Department of Education, maintained comprehensive data on this
particular category of students, even though they shared the same campus
managed by the Department of Education.
However, luckily a table within the
District Information System for Education (DISE) included two boxes denoting
'Pre-primary Section – Yes/No' and 'Total students in pre-primary.' Therefore,
the data collected through this table for the academic year 2010-11 (collected
on 30th September 2010) is presented below, providing readers with
insights into the enrolment of students in pre-primary classes across all types
of schools on a district-wise basis:
Table: 4(10) – Enrollment in Pre-primary
Class in All Management Schools in the Academic Session 2010-11
|
East
|
West
|
North
|
South
|
State
|
|
5302
|
2193
|
1128
|
2867
|
11490
|
According to the 2011 Census, Sikkim had a
population of 6-year-old children totalling 11,215 individuals, with 5,683
being males and 5,532 females. These children, who were 5 years old in the year
2010 CE, were expected to be enrolled in pre-primary classes. A comparative
analysis with the data provided in the preceding table suggests that nearly all
5-year-old children were likely part of the pre-primary education system.
In 2013 CE, aligning with the National
Policy on Early Childhood Care and Education, the Education Department issued
another Office Memorandum No. 395/Dir/HRDD (SE), dated 30.03.2013. This
memorandum marked the government's decision to reintroduce pre-primary classes
in schools. It explicitly outlined that children up to 4 years would continue
their education in ICDS as Level I and transition to pre-primary schools at the
age of 5 as Level II under the Education Department. The designated school
hours for these children were fixed from 9:15 am to 12:30 pm on working days.
Additionally, the memorandum addressed the relocation of government schools
with fewer than 10 students in pre-primary to nearby schools rather than the
re-establishment of pre-primary classes.
Additionally, in accordance with this
directive, 629 pre-primary teachers were repatriated to schools with over 30
students at the primary level following a 10-day orientation, starting on April
1, 2013. The issuance of this memorandum truly signalled the commencement of
early childhood education in Sikkim.
In 2015 CE, in compliance with the
directive, all pre-primary teachers returned to schools after completing their
assignments in gram and Nagar panchayat wards. Later that year, a significant
milestone was reached as the State government decided to implement a two-year
Kindergarten system, encompassing LKG (Lower Kindergarten) and UKG (Upper
Kindergarten), in all government schools. This decision was formalized through
Notification No. 74/DIR/HRDD/PE dated 24/12/2015.
The age of admission for LKG was
established at 4 years, while UKG had an admission age of 5 years. Following
the plan, 31 schools were chosen to pilot the project in 2016 CE. Subsequently,
in 2017 CE, an additional 200 schools introduced LKG/UKG, to achieve 100%
coverage in all schools by 2018 CE. Consequently, in 2018 CE, the Government of
Sikkim officially introduced the kindergarten system in all the existing 763
government schools vide Notification No. 656/DIR/PE/HRDD, dated 05.02.2018. The
key features and implementation process of the KG system were also specified.
The same is extracted from the Annual Report 2019-20 of the Education
Department, Government of Sikkim, and presented as under:
·
Because
of the KG system parents took more interest in sending wards to government
schools
·
Classroom
teaching has been improved with the trained teachers
·
Supply
of materials and TLM in the schools
·
Separate
uniform for KG students
·
Enrolment
of 3+ and 4-year-old children in LKG
·
Enrolment
of 4+ and 5-year-old children in UKG
·
ECCE
Key Resource Persons (KRPs) developed by NCERT
·
Handholding
of Pre-Primary Teachers (PPTs) and PRTs by KRPs in nearby schools
According to the minutes of the project
approval board meeting, the Government of India, through the Samagra Shiksha
Annual Plan 2018-19, approved ₹11,67,39,000 to support pre-primary education in
763 existing government schools. This funding was designated for
teaching-learning materials (TLMs), play equipment, age-appropriate customized
furniture, sanitary facilities, display boards, and workshops for pre-primary
teachers. Accordingly, the above annual report detailed the support provided to
the pre-primary level in 2019-20 as follows:
1.
Non-Recurring:
Outdoor play materials/equipment and other items for kindergarten children were
provided to all Government schools in the State.
2.
Recurring:
As per approval of PAB, first aid box and Teaching Learning Materials were
provided for Pre-Primary Sections of all Government schools. However, training
for PPT scheduled during March 2020, could not be conducted due to the COVID-19
pandemic.
Notably, these children began receiving
their own uniforms and other facilities for the first time. In essence, the
mentioned notification played a pivotal role in integrating children attending
pre-primary classes in government schools into the broader school system. This
marked a momentous development in the history of the Sikkimese education
system.
The formal
introduction of pre-primary education in Sikkim has elevated its status
significantly since 2016 CE. The Education Department, Government of Sikkim,
has included details on children enrolled in LKG and UKG classes during the
academic session 2019-20 in its Annual Report. Remarkably, this marked the
first instance of these children being accounted for by the Education
Department of Sikkim. In the academic session of 2019-20, there were 3,103
students in LKG and 2,732 students in UKG, resulting in a combined total of
5,835 students in the pre-primary level. The relevant statistics are outlined
in the graph below:
The
presented data illustrates the enrolment statistics for Lower Kindergarten
(LKG) and Upper Kindergarten (UKG) classes across various districts.
Additionally, there is an extra column denoting the overall enrolment for each
district. Notably, there is a discernible trend indicating a rise in the
participation of children in government-managed schools. This trend is a
positive indicator, suggesting an increasing confidence and trust in public
institutions.
At
this point, it is crucial to examine the enrollment specifics for pre-primary,
classified by management and gender. The information has been extracted from
the publication "Unified District Information System for Education (U-DISE+)
2019-20" by the Ministry of Human Resource Development, Government of
India, and is presented below for readers' reference:
Table:
4(11) – Management-wise Enrollment in Pre-primary Schools/Sections in Sikkim in
the Year 2019-20
|
Management
Type
|
Boys
|
Girls
|
Total
|
Proportions
|
|
All
Management
|
10270
|
9612
|
19882
|
100.00
|
|
Government
|
3054
|
2941
|
5995
|
30.15
|
|
Government
Aided
|
80
|
177
|
257
|
1.29
|
|
Private
Unaided (Recognized)
|
7136
|
6494
|
13630
|
68.55
|
Source:
UDISE+ 2019-20
As
per UDISE+ 2019-20, the collective enrollment in pre-primary classes across all
management types reached 19,882. Enrollment distributions indicate that
approximately 69.85% of children were enrolled in institutions not under the
management of the state government. Additionally, it is crucial to note that
during the 2019-20 academic year, the state had a total of 1,277 schools, as
reported by UDISE+ 2019-20, with 766 of these schools under government
management. Conversely, Government schools, though substantial, have a
relatively smaller proportion compared to private unaided schools. Private
unaided (recognized) schools, numbering 407 as per UDISE+ 2019-20, contribute
the majority of the enrollment (68.55%), emphasizing the significance of
non-governmental institutions in pre-primary education.
Due
to the disruptions caused by the COVID-19 pandemic, the State was unable to conduct
the UDISE+ survey effectively in 2020. As a result, I have chosen to present
information from the academic year 2021-22 instead, even though this extends
beyond the typical time frame for this historical writing.
To
facilitate easier access to pre-primary education in the State, the Department
of Education has initiated the relocation of pre-primary education centers to
Anganwadi Centers, and vice versa. This process began immediately following the
introduction of the KG system in 2018 CE and is driven by considerations such
as the population of children and distance. The UDISE+ 2021-22 report provides
a detailed overview of pre-primary schools for the year 2021-22, including
their status post-relocation. The report categorizes this status based on
various types of management, as shown in the table below.
Table:
4(12) – Number of Management-wise Schools in Sikkim having Anganwadi Centers (AWCs)
or Pre-Primary Sections in the year 2021-22
|
Management
|
State
/UT
|
Total
|
Having AWC in the School Campus
|
Having Pre-primary Section
|
Having AWC in the school campus or in pre-primary
sections
|
|
Government
|
Sikkim
|
856
|
45
|
778
|
779
|
|
India
|
877665
|
291850
|
188145
|
424904
|
|
Government
Aided
|
Sikkim
|
13
|
0
|
7
|
7
|
|
India
|
42897
|
1408
|
11840
|
12619
|
|
Private
unaided (Recognized)
|
Sikkim
|
376
|
0
|
369
|
369
|
|
India
|
274314
|
0
|
156619
|
156619
|
Source:
UDISE+ 2021-22
The
table indicates that in Sikkim, schools with Anganwadi Centers (AWCs) are
exclusively managed by the government. However, nationally, government-aided
schools also house Anganwadi centers. Specifically, in Sikkim, there were 856
government-managed schools, of which 45 had AWCs within their campus, and 778
had dedicated pre-primary sections. Combining these, a total of 779 schools
either had an AWC or a pre-primary section. These figures offer valuable
insights into the distribution of schools with AWCs or pre-primary sections
across different management categories in Sikkim and India for the specified
year.
Since
Sikkim implemented a 2-year kindergarten system in 2016 CE and the NEP 2020
advocates for a 3-year preschool education, the entry age of a child into the
school system significantly impacts the age-grade alignment mandated by the RTE
Act 2009. According to this mandate, a child should enter first grade at the
age of six. Otherwise, the child would be considered overaged and would need to
be placed in age-appropriate grades immediately, with the necessary learning
support provided. Therefore, it is crucial to have an overview of the ages of
children in the preschool system. The information regarding the age-group
distribution of children attending preschool in Sikkim, as presented in the
Unified District Information System for Education Plus (UDISE+) 2021-22 report
by the Government of India's Ministry of Education, Department of School
Education and Literacy, is provided below for reference.
Table: 4(13) - Enrolment of Preschool Children
by Gender and Age Group in 2021-22 Academic Session
|
Age
Group
|
PP
to Class XII
|
Pre-Primary
|
%
of Pre-Primary Students in Total Enrollment (PP to Class XII)
|
|
|
Boys
|
Girls
|
Total
|
Boys
|
Girls
|
Total
|
|
|
Boys
|
Girls
|
Total
|
|
|
All Ages
|
68708
|
67255
|
135963
|
10213
|
9421
|
19634
|
14.86
|
14.01
|
14.44
|
|
|
Less than 6 years
|
12151
|
11373
|
23524
|
9536
|
8925
|
18461
|
78.48
|
78.48
|
78.48
|
|
|
Between 6 to 10 years
|
21834
|
20332
|
42166
|
677
|
496
|
1173
|
3.10
|
2.44
|
2.78
|
|
The
table above shows the enrollment of preschool children by gender and age group,
along with the total enrollment up to Class XII, including pre-primary classes,
across all management schools of Sikkim in the 2021-22 academic session.
Pre-primary students constitute 14.44% of the total enrollment (PP to Class
XII). Notably, both boys and girls under six years old represent a high
proportion (78.48%) of the pre-primary enrollment, indicating that the majority
of children attending preschool are in the appropriate age group. Additionally,
2.78% of pre-primary children fall within the 6 to 10 years age group, meaning
these children would be overage by the time they enter first grade.
An
alternative perspective on children's participation in pre-primary education in
Sikkim can be gained by referring to another source. I will now present data
from the ASER (Rural) Report 2022, encompassing the years 2018 and 2022. The
extracted table from this report provides a glimpse into the proportions of
children enrolled in different categories of preschool institutions across the
state. The following is a summary of the table:
Table:
4(14) – Comparison of Age-group-wise Proportion of Children Participating in
Pre-primary Education in Sikkim Across Various Management Schools/Sections for
2018 and 2022
|
Age
|
2018
|
2022
|
|
Anganwadi
|
Govt.
Pre-primary
|
Pvt.
LKG/
UKG
|
Anganwadi
|
Govt.
Pre-primary
|
Pvt.
LKG/
UKG
|
|
Age 3
|
59.6
|
11.3
|
24.6
|
55.6
|
17.1
|
23.6
|
|
Age 4
|
14.5
|
21.1
|
55.8
|
10.8
|
43.9
|
36.3
|
|
Age 5
|
1.5
|
20.3
|
54.1
|
4.0
|
34.9
|
42.2
|
|
Age 6
|
0.8
|
13.2
|
27.9
|
2.8
|
16.1
|
19.4
|
|
Age 7
|
0.0
|
3.4
|
6.6
|
0.0
|
2.3
|
3.1
|
|
Age 8
|
0.7
|
0.7
|
0.9
|
0.7
|
0.8
|
0.0
|
Source:
ASER 2022 (Rural)
The
data displayed in the table above, referencing two distinct time periods, also highlights
a growing trust among parents in government schools. They are increasingly
opting to enrol their younger children in government schools rather than
choosing privately managed institutions. In contrast, Anganwadi enrolments
exhibit consistent trends in both years for younger children. Remarkably,
government schools have witnessed a substantial increase in the enrolment of
4-year-old children within a span of four years. This positive trend is equally
pronounced in the case of 5-year-old children.
Furthermore,
readers might also find it of interest to know the percentage of children not
depicted in the table; these students were either within the conventional
school system or not registered in any educational institution.
With
the introduction of the National Education Policy (NEP) in 2020 and its
recommended framework, there is now a greater likelihood of an uptick in
children's enrolment in pre-primary classes in government-managed schools.
***
