THE EVOLUTION AND PARTICIPATION OF CHILDREN IN PRE-PRIMARY EDUCATION IN SIKKIM

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 30^th 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.

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.

***

 

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

-          Dhan Bahadur Subba,

Assistant Director HRDD/South

 

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

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

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

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

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

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

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

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

 

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

Source – School Report Card 2007

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

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

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

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

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

Source: Teachers’ Bio-data Book 2007

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

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

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

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

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

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

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

***

References:

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

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

3.       The Education Commission (1964-66)

4.       A Guide for Nursery School Teachers, 1978

5.       Teachers’ Bio Data Book 2007

6.       School Report Cards DISE

 

(A paper written in 2007)

 

 

FORMATIVE ASSESSMENT: Still a misunderstood concept

Formative Assessment is solely a diagnostic process. It is an informal way of checking the effectiveness of one's own instructional approaches by a teacher during teaching learning processes. Now you must be thinking that if it is solely for teachers then why the teachers are ask to give grade to children (FA grades).

One example - You have planted different types of chrysanthemum in flower pots. Every morning you go to your nursery to give cow dung water to each plant. Your main objective of visiting nursery is to put cow dung water in every pot; however while doing this you will also see some of the plants are becoming healthy and growing satisfactorily (as per your expectation). You may also see some plants are growing average and some are below average. In this case, you will grade these plants for your own purpose to provide necessary supports to each plant like...

§  This plant needs utmost care because this is growing very poorly;

§  This is growing better than that but it has this problem;

§  This needs supports to get healthy shoot;

§  This is growing satisfactorily I just need to give continuous supports to sustain it's health and growth; and so on.

Here we have to understand that the grades of FA is for "how much children are improving" and the grade we give for SA is for "how much children have improved". FA prevails within the entire classroom/ school process and SA prevails only after the process.

Normally most of the rural schools of Sikkim have less enrolment (I am talking about primary level only). However, in case of more than 30 children, the most effective teaching strategy would be collaborative and cooperative teaching. Adopt this methods, you will find it useful. Moreover, I suggest you to report to the higher authority if you have more than 30 children in one class.

Your expectation for the growth of chrysanthemum plants in your nursery is equivalent to curricular expectations for holistic growth of children in the classroom.

Good day!

Q: How to know or distinguish the students who need remedial teaching?

A: I hope your school has been taking unit test. If so, you will get three types of children every time you evaluate their answer scripts after unit testing -
a. Above average scoring more than 60% marks
b. Average scoring 40-60% marks
c. Below average who scored less than 40%

Now the teacher has to decide (c) group is the most poor with dire need of remedial teaching. The teacher also have to care (b) group because the students in this group also not performed well.

After finishing the grouping of students, the teacher's next activity is to analyse the answer scripts of the students falling under (c) &(b). This analysis guide the teacher to know where a child needs remediation. Suppose an answer script of a student of Class X in English subject shows very less score in Writing Section then the teacher has to focus on writing practice during remedial class. In the same way, an answer script of Class V student in Math subject shows incorrect solutions in Simplification, then the teacher has to make him practice  BODMAS.

However, in doing this the teacher should not neglect the students of group (a) because they too have to sustain their standards. So let them be in the class, participate in group activities designed for remedial teaching. This helps them to revise their lessons and ensure deeper understanding of already learned concept.

PRECAUTION: Do not reveal this grouping to students.
🌹🌹🌹

(The above query is from a dedicated teacher received in my Fb messenger. I thought that other teachers as well may have same query but not being able to communicate. So this post is intended to reach such teachers)

IF YOU DO NOT HAVE SPACE TO ACCOMMODATE, CUT DOWN THE SIZES - The best option!

The children up to the age of 14 years are most vulnerable. They need continuous support and guidance to make them capable of living in the society of multifarious challenges which need a set of the best chosen human resources with ample spaces, tools and equipment. The capabilities of service providers means a lot to ensure this. Thus, if you don't have capabilities to support the children's growth, make them retard.

Although this would be a historical incidence of a country that the most intellectual group of people takes away the children’s fundamental right instead of safeguarding it and nurturing them in a changed environment.

I know the country with best education system like Finland also has the system of making child’re-take the year' who performs the poorest, but the system has its procedures. However, directly favouring the detention system advocating detention can ensure quality learning in children is really a crude and PRIMITIVE idea.

"No detention" doesn't mean that the system has to pass a child without making him/her capable of next higher grade. "No detention" implies that the system is bound to make a child capable of next higher grade compulsorily at the end of an academic session. It is the system which has to work harder to make the child pass rather than to fail a child and held back for a whole academic session. The content of the post "Review of No Detention Policy" reveals that the system has more faith on DETENTION of children to ensure quality learning than on its manpower who are meant for ensuring quality education.

Till date, we have the notion that teachers only held responsible for making a child learn. Now it's time for us to change it. As you know that the actual works of whole education department is done in the school campus. Thus, let's make everyone in the system responsible for ‘making a child learn’. It is the responsibility of Educational Administration to provide relevant logistics that support a teacher to conduct effective teaching, the teacher education institutions need to provide trainings to teachers as per their training needs, the community leaders need to provide good infrastructure that supports children's learning, the parents need to establish close coordination with teachers, so on. I dream a new education system where all sets of stakeholders are made responsible in children's learning.

*****

“Ahh…BaLA” – An ignored story of the most ever successful project of people’s participation

The story goes back to 2009, when a man strongly impressed by BaLA  activities of Himachal Pradesh returned to Sikkim after finishing curricular programme of Diploma in Educational Planning and Administration (DEPA) from National University of Educational Planning and Administration, New Delhi. He started propagating the programme in his district (South Sikkim) with utmost zeal and keenness though there was no single penny for this to happen in the schools. He presented the photographs of BaLA activities through power point presentation collected from his DEPA batch mate Mr. Yashwant Depak (Principal Kullu DIET) in every meeting of the school heads. He explained its importance in impacting children’s learning and requested all of them to initiate it through people’s participation. To start with as demo, he requested the then District Project Coordinator of Sarva Shiksha Abhiyan Shri M.K.Rai to allocate fund from the component ‘Child Friendly Environment’ approved under Civil Works. He wholeheartedly supported the proposal and an exact replication of BaLA activities was created in Bhalukhop Primary School in the same year. The head of schools who supported him first and created the learner-friendly environment in their schools are Smt. Bimla Rai, the then Principal of Temi Senior Secondary School and Shri Sekhar Chettri, the then Headmaster of Melli Gumpa Secondary School.

The concept was well received by the heads of schools but due to lack of fund to execute it, the implementation became very slow. Considering the importance of fund to realize the dream, he included the proposal of BaLA activities in the Annual Plan of Sarva Shiksha Abhiyan continuosly for two consecutive years i.e. 2010-11 and 2011-12 when he got transferred to State Project Office of Sarva Shiksha Abhiyan in 2010. However, the proposal could not get approval in both the years.

The man did not stop yet. He started writing about it in local newspapers. His article titled “School Infrastructure as Additional Learning Resources for Teaching Primary School Children” published in local daily SIKKIM EXPRESS on 8th September 2011 spread a most impacting awareness on the concept among the school heads and educational stakeholders of the state. Some of the schools started working on this by mobilizing fund from among themselves and community, some of them mobilized local panchayats for the resources. In the same year i.e. 2011, the project was named as ‘Development of School Infrastructure as Learning Resources’ – a voluntary project for making school print-rich. During the training of School Management Committees organized in all the Block Administrative Centres across years 2012 to 2016, he never forgot to talk about the project and encourage the SMC members, local authority and school heads to initiate it in their schools.

As a mark of accomplishment, almost all the government schools of the State of Sikkim are now like reputed private schools – well decorated, print-rich and pedagogically supportive.

The project in later years was recognized by some of the far-sighted officers of the department. They congratulated him for its success. Some of his senior officers have tried to appraise it in higher forum also while speaking on State achievements but after seeing the ‘school walls with content related paintings’ got very reluctant remarks ‘Ahh… BaLA’. Shri D. K. Pradhan (Respected Special Secretary) when he was State Project Director of Sarva Shiksha Abhiyan (Sikkim), tried to showcase it in the National forum also but the same reluctant remarks ‘Ahh… BaLA’ echoed the meeting hall.

Frankly speaking as an initiator of the project, I take it as the most ever successful project accomplished through people’s participation. I would like to thank all the good people and my senior officers who appreciated our joint efforts.

*******
(Published in Sikkim Express on 29.08.2017)

LEARNING REMEDIATION: A BURNING TOPIC

I attended an eye opening orientation session by outsourced expert on remedial teaching at HRDD conference hall yesterday. It was targeted for present Class IX students. I am really grateful to our respected SPD (RMSA) sir and SPD (SSA) sir for giving me this opportunity. 🙏🙏🙏

The strategies suggested in the orientation session are different than what I have been suggesting to schools for conducting remedial teaching.

Some major differences are:
a) we suggest subject teachers to map/locate learning competency and difficulty areas of individual student before starting remediation but the session suggested to refer scores of students of diagnostic test before starting remediation.
👉 Our strategy to identify competency deficiency (deficiency of individual student) is through feedback "formative assessment in true sense") not through centralized diagnostic test.
👉 Our logic is that a teacher should need to know the actual areas where an individual child need remediation or it will be just re-teaching only, not remedial teaching

b) we suggest whole class approach without revealing the students about their competency inadequacies but the session suggested tiered approach (seggregate and teach the students without requisite learning level in separate classroom).
👉 Our strategies for remediation are peer teaching,  group activities, blackboard works, class quiz, etc. We believe that thi is the suitable strategy to conduct learning remediation  accommodating all children (Teaching in  separate classroom means requirement of extra sets of furniture, one extra classroom and one extra teacher which is hardly practical)
👉 Our logic is that segregation of students on their learning competencies will lead to further demotivation, problems or dropping out. On the other hand, this strategies will help students having learning difficulties can get more learning scopes when they were involved in the activities with their peers who have already achieved the requisite learning competencies and provide revision scope for later group

c) we suggest series of unit testing (paper-pencil tests) to track children's learning progress but the session suggested to 'make children work on worksheet provided' to track their progress (no test for students).

👉 Our strategy is to conduct test with standardized tools (following general testing pattern) after completing each unit and make an inventory of score records for tracking students' learning progress.
👉 Our logic is "testing is confirming". We believe that a standardized paper-pencil test helps subject teachers to know about their instructional gaps in particular unit and helps children to know the general testing patterns. In addition to this, we also believe that the paper-pencil tests will help the children to understand how to respond appropriately to given questions in written form (after all we are preparing children for written examination).

I know that I have very little knowledge and I also know that "little knowledge is dangerous" 😁😁