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.
|
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
|
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.
|
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.
|
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.
|
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.
|
Name of Sub-divisions |
No. of
|
Enrolment at the
|
Enrolment at
|
||||
|
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 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.
I would like to inform readers that following the implementation of the KG system in Sikkim's government schools, as outlined in Notification No. 656/DIR/PE/HRDD dated 05.02.2018, the Government of India approved funding through Samagra Shiksha in its 2019-20 annual plan. A total of ₹7,22,56,000 was allocated to support pre-primary education in 763 government-managed schools in the State. The funding was divided into two categories: recurring and non-recurring. Each school received ₹64,700 per year in recurring funds and ₹30,000 in non-recurring funds.
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.
***
