How to use baseline data to find where am I now?

I hope my friends have gone through the tables I have posted in my timeline few days back relating to learning achievements of the children attending government schools of our State. The tables indicate the class-wise and subject-wise average percentage of children scoring Grade “A” and Grade “E” in SA1 of 2014-15 academic session. The tables also indicate the average percentage of children who scored Grade “A” and Grade “E” in overall elementary level. The rating scale on which the data presented is same as given in the CCA guidelines supplied to the schools. 

Now a question arises here that how many of you have compared your own score with provided “STATE AVERAGE” to know your present status?
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A subject teacher, a school head, a cluster resource coordinator, a block resource coordinator or block level educational administrator and a district head everyone can use this data in finding their status on academic achievements of their respective jurisdictions.

If you are a subject teacher and you teach EVS in 3rd grade, then open your learner’s assessment register or cross list register or result register whatever you call, count the number of students who have scored Grade “A” in EVS in SA1 in 2014 session. Suppose the number of children came out as 10 and the total number of children assessed in the subject is 40, then find out the percentage, that would be 25%. Now compare your score with STATE AVERAGE given in the table which is only 10.77%. This shows that you are far ahead and doing the best. And if unfortunately, your score becomes less than STATE AVERAGE i.e. less than 10.77%, you need to work hard without being discouraged.

In the same way, you can see your status at lower level achievement also by calculating your score in Grade “E”, however the comparison would be reverse in this case i.e. if your score is less than STATE AVERAGE, then you are doing great.

In the same way, a school head who wish to locate the status of her school in the state scenario can calculate class-wise and subject-wise achievement levels. This will help her to analyse the school’s strengths, weaknesses, opportunities and threats (SWOT). The same process can be followed at cluster, block and district level also.

Sometimes a school head may wish to felicitate academically best teacher of her school or a cluster resource coordinator/block level educational administrator may like to recognize an academically best school under her jurisdiction, this process will give an evident ground.

Thank you!

Tentative Proposal under Quality Elementary Education Plan for 2015-16

Sikkim has set following targets keeping in view of state specific issues which are mentioned as Desired Outcomes and proposed the activities accordingly taking eight major quality parameters under Quality Elementary Education Plan for 2015-16. The activities are planned so judiciously to make more realistic and doable. The parameters taken for planning are given as under:
1) Learning Process and Learning Outcomes
2) Comprehensive Quality Vision and Framework
3) Minimum Enabling Conditions
4) Vision-based Curriculum and Teaching Learning Materials
5) Learning Assessment System
6) Teacher Effectiveness Frameworks
7) Academic Support and Monitoring System
8) Community and Civil Society Partnership

1. Learning Process and Learning Outcomes:

Learning processes for learners is what Teaching processes for teachers. Thus, the best learning processes would be in the best Teaching processes if it is contemplated from teachers’ point of view who are being paid for the purpose. Thus, keeping in view of achievement level of the children of government schools, state want to change the classroom processes and achieve following outcomes within this Plan period.

1.1. Desired Outcomes

a. All children have learnt basic reading and writing by Grade 2.
b. Learning takes place through activities, discovery and exploration by students
c. Culture of discussion where children freely express their views and questions in Primary Classes

1.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Introduction of materials of Early Reading, Writing and Comprehension and Early Mathematics in Classes I & II
b. Training of teachers teaching Classes I & II on effective use of materials mentioned in Sl. No. (a) in classroom teaching
c. Analysis of reports collected through QMTs to locate learning improvement in different classes [Input Impact Assessment]
d. Feedbacks to teachers regarding impact of trainings/workshops and other inputs
e. Re-designing of strategies if the desired learning is not attained

2. Comprehensive Quality Vision and Framework:

The State has three ‘desired outcomes’ on this parameter.

2.1. Desired Outcomes

a. Identification of Learning Achievement of the children
b. Fruitful and harmonized implementation of Early Literacy [Language & Mathematics] in I and Class II
c. Visible learning improvements in  Science & Mathematics  in Upper Primary

2.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Printing and distribution of Learning Indicators to schools
b. Development of Clear Vision of desired classroom processes in Language, Mathematics, EVS/Science and English using learning indicators
c. Training of Teachers along with all the field level functionaries on Verifiable Learning Indicators and desired changes in classroom processes

3. Minimum Enabling Conditions:

State could not attain the plan targets specified for 2014-15 in respect developing learner-friendly (Child-friendly) school campus as per target set for the year. Hence the target for this year as well remains the same.

3.1. Desired Outcomes

a. Child-friendly infrastructure/school design which support students’ learning
b. Barrier-free environment to promote higher level of inclusive education

3.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Workout to find possibilities in every school to develop it into learners’ friendly
b. Workout to devise designs/paintings/models for each school as per the findings of Sl. No. (a) above.
c. Exposure Visits for State level functionaries working to provide Child-friendly designs/Infrastructure to schools to Indian states where these programs are effectively running.
d. Creation of copies of CD on child-friendly design collected during exposure visits and distribution to schools.

4. Vision-based Curriculum and Teaching Learning Materials:

The revision of text-books of primary level in the line of new curriculum framework and RTE Act 2009 completed in 2011 and shared with MHRD, Govt. of India. The revision of language textbooks of upper primary classes was included in the plan last year which could not be achieved due to some reasons.

4.1. Desired Outcomes

a. Revision of language textbooks of upper primary
b. Timely publication and distribution of Textbooks
c. Effective use of Teaching Learning Materials to make the learning fun

4.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Workshop of SCERT/DIETs personnel, selected teachers and personnel from planning/Textbook/exam/administrative section for the revision of language textbooks of upper primary classes
b. Formation of sub-committees for different subjects
c. Preparation of draft manuscript and submission to competent authority for approval
d. Meeting of various field level officers to ensure timely distribution of textbooks to schools

5. Learning Assessment System:

In Sikkim, 100% government schools are following Continuous and Comprehensive Assessment since 2011. State has trained the school heads and the elementary school teachers in phase-wise manner. A booklet titled “Guidelines for Continuous and Comprehensive Assessment” and provided to all the schools of the state. However, it is felt that the assessment being conducted till now is yet to be holistic as per the essence of CCA.

5.1. Desired Outcomes

a. Teacher conducts holistic assessment (ability to remember, understand and apply knowledge) of children in non-threatening methods, keeps records, analyses and provides remedial supports when necessary

5.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Preparation of documentary collecting the best practices of conducting CCA in different schools which can be used as resource materials during teacher trainings
b. Training of teachers teaching at Primary Level and Upper Primary Level on revised Guidelines of Continuous and Comprehensive Assessment.
c. Collection and compilation of feedbacks from teachers, school heads and CRCCs/BRCCs on revised Guidelines of Continuous and Comprehensive Assessment.

6. Teacher Effectiveness Frameworks:

Effectiveness of teachers depends on the effectiveness of process of teacher preparation, effective trainings and effective follow-up processes. International experience with teacher training suggests that learning is complex skills, such as those required to promote active learning, requires several days of initial training followed by periodic reinforcement to sustain changes in teaching behaviour.

6.1. Desired Outcomes

a. Reduction of numbers of both primary and upper primary untrained teachers
b. At least 80% teachers of both category can follow teaching through activities
c. Re-survey of Trained-Untrained Teachers on the basis of appointment date i.e. before and after 3rd September 2001.

6.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Conduct Teacher Survey to confirm the numbers of untrained teachers in both primary and upper primary categories taking the borderline between before and after 3rd September 2001.
b. Serving of Circular to all schools drawing attentions of untrained teachers appointed after 3rd September 2001 to enroll/obtain professional qualification [2-year D.El.Ed. for primary teachers/2-year B.Ed. for upper primary teachers]
c. Training of selected Primary Teachers to design activities in English, EVS/Science and Mathematics  d. Meeting with Administrative Officers, faculties of SCERT/DIET, DPCs/BRCCs/CRCCs to finalize Teacher Performance Indicators
Printing of Teacher Performance Indicators for circulation to schools
e. Contents for In-service Teacher Training 2015-16
i) Effective use of supplementary materials prepared under Learning Enhancement Programme and Early Literacy for teachers teaching in pre-primary class, Classes I and II.
ii) Teaching through Activities for the teachers teaching in Classes III, IV & V.
iii) Teaching Mathematics and Science through activities for teachers teaching in Classes VI, VII & VIII.

7. Academic Support & Monitoring Systems:

Teaching as a profession requires a constant touch with academics i.e. one is a ‘learner for life’. It is essential that a teacher keeps himself abreast of the constant advancements in the “Knowledge-World” and thus updates his own knowledge base. However, it is also equally important that how s/he is being provided with academic supports in the way making herself updated as a teacher and how her works are being monitored. The support providers and monitoring personnel are to be equally updated and equipped with recent development of educational processes.

7.1 Desired Outcomes

a. Preparation of Block Level Annual Monitoring Plan
b. Monitoring Officials (BRCCs/ CRCCs, and educational administrators including heads of schools) conduct monthly/quarterly meetings at their respective levels and sent reports in an standard formats designed to cover 8 quality parameters
c. Smooth implementation of Quality Monitoring Tools

7.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. Preparation of plan for Monitoring for conducting regular follow-up visits, additional supports and monitoring based on PINDICS.
b. Monitoring and supervision of preparation of preparation of School Development Plan in schools
c. Implementation of QMTs since from first quarter of academic session

8. Community & Civil Society Partnerships:

It is expected that local community, teachers and management committee will, in partnership with local non-governmental organizations, prepare and implement plans for school activities, and maintain records, monitor and evaluate the school activities. Again, after management transfer, schools are anticipated to be responsible to determine vision and mission of the school, to call meetings of parents, the PTA and the SMC, to prepare indicators for keeping transparency of each of its activities, to maintain coordination with Non-Governmental Organizations (NGOs), Community-based Organizations (CBOs) and mobilize them, to inform the stakeholders about the administrative and financial aspects of the school.

8.1. Desired Outcomes

a. Schools welcoming community to participate in children’s learning processes
b. Preparation of School Development Plan in 100% schools and work as per the plan

8.2. Strategies and Planned Activities

State has planned following activities on the basis of the strategies designed:
a. District level meeting of School Heads, CRC and BRC coordinators to encourage involvement of community in teaching learning processes and preparation of School Development Plan involving community in every school
b. Instruction to Cluster Resource Centres to conduct regular cluster level meetings of SMC members on importance of involvement of community in teaching learning processes and preparation of School Development Plan involving community
c. Preparation of School Development Plan in the school setting achievable goals at the end of the year taking baseline data from the achievement levels of children in SA1 under the supervision of BRCCs and CRCCs
d. Half-yearly Review meeting of SMC and Community on achievement  of activities planned under School Development Plan 2015-16
e. Annual Review Meeting for the year on achievement of planned targets under School Development Plan 2015-16
f. Preparation of School Development Plan for 2016-17 keeping in view of achievements of SDP 2015-16 all 8 parameters.

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Early Childhood Education or Pre-Primary Education: Base for Primary Education

The type of education to be imparted to the children before they enter into the formal education system is called pre-primary education. This is the education to be imparted to the children in the age group of 3 to 6 years. It is considered essential as it provides the opportunity to the children to experience community-life on a small scale where children of similar as well as varying ages work and play with one another day-by day.  Future prejudices and social maladjustments are removed by the provision of properly “controlled environment” for the children when they are at this stage. In addition, Pre-Primary education also provides the scope of being ready for formal education and helps them to enhance their performance standard in the primary classes.

It is said that Pre-Primary education is of great significance to the physical, emotional and intellectual development of the children, especially those with unsatisfactory home background.

The development of a nation depends upon the development of its children. As such the UNICEF measures the development of a nation on the yardstick of the development of children.

The main objective of the Pre-Primary education is the holistic development of the child.  The development includes the following areas as stated in the book entitled ‘A Guide for Nursery School Teachers’ published by NCERT in 1978:
■Development of Physical Health and Motor Skills;
■Development of Good Health Habits;
■ Development of Desirable Social Attitude and Manners;
■ Development of Emotional Maturity;
■ Development of Aesthetic Values;
■ Stimulation of Intellectual Curiosity;
■ Encouraging Independence and Creativity; and
■ Development of Language.

Pre-Primary Education in the District

In Sikkim, the Pre-Primary Education is being provided by both the government and private agencies like Human Resource Development Department, Social Justice, Empowerment and Welfare Department and private schools.

Pre-Primary Education managed by the Social Justice, Empowerment and Welfare Department
The District possesses 265 ICDS Centres being run by the Women and Child Division of Social Justice, Empowerment and Welfare Department, Government of Sikkim. These centres provide care and education to pre-primary children. However, the education imparted by these centres is not considered as formal education i.e. qualifying for the admission in class I (first grade) in the Government Schools.

Pre-Primary Education managed by Private Schools
Another agency which caters the pre-primary education is the private schools. There are 109 private schools running under South District. They have play group, Nursery, L/KG and U/KG at pre-primary level.

Pre-Primary Education managed by the Human Resource Development Department 
The Human Resource Development Department is the largest agency catering pre-primary education in the district. The totals of 56% of children are in the government schools.

The pre-primary education is being provided in the formal school itself. It means every school has pre-primary section attached to it and a teacher called School Mother is provided to teach these children. It is said that a child should attain 5 years of age when s/he is brought to school for admission in Pre-Primary Class. Normally, a child enters into the normal school system at the age of 6 years after passing one year Pre-primary Class.

As it is already mentioned that the education catered by the ICDS centres is not considered as the pre-school education by the government schools of the district, the children have to take admission in pre-primary class either they had attended ICDS centres or not. This is one of the reason of accumulation of overage children in the school system. It is seen that one of the reason of failure and dropping out of the children from the school is due to overage.  

Thus it is thought that a brief study on the age category of the children of pre-primary class of government schools would be helpful to understand the status of children those are going to feed Class I next year.

For the study, 66.82% of the total government schools of the district were selected by random sampling and the age group-wise enrolments of pre-primary class were collected. The data were consolidated gender-wise, age-wise and sub-division-wise basis.

It is found that the children attending the pre-primary class are of assorted age groups ranging from 4 to 12 years. If it is considered that the entry age of a child to enter into the pre-school system is <6 years, then the district has only 50.11% of children are of right age. This means 49.89% children attending pre-primary class in government schools are overage children.

It is already mentioned that the teachers appointed to teach pre-primary class in the State is called School Mothers. This post is exclusively reserved for the women. The procedure of appointment of school mothers is simple as the candidates do not need to sit for any competitive examination or interview to get selected. The appointment is solely on the discretion of area MLAs. Maximum numbers of school mothers appointed in early eighties were under matric because this post was in fixed pay basis at that time. Later on, the provision is revised and the candidates having minimum qualification of matriculation or having pre-primary teacher training certificate were conferred scale of pay.

The State Government has the provision of special quota for school mothers having higher qualification in the primary teacher selection test. Thus, it is seen that the qualified and efficient school mother gets promoted to primary teacher and less qualified one remains at pre-primary level. This has degraded the quality of pre-primary education in the state which cannot be compensated at any cost. Moreover, the annual examination results of pre-primary class of last three years reveal that average of 46% children fail in this class every year.

It is thought that the numbers of school mothers in the district by educational qualification is also an area of concern. A detail survey was conducted to see the number of school mothers by their educational qualifications. It was found that maximum number of school mothers falls in matriculate category and 22.91% of them are under matric.

It is found during the school visits that the classes at the pre-primary level in government schools are not totally allotted to school mothers.  The primary teachers are also sent to the pre-primary class for teaching purpose. The heads of the school advocate that the primary teachers are more qualified and efficient than school mothers and can teach this class more effectively. However, it cannot be recommended as pre-primary and primary are two different levels of educational management system. Further, the classroom management, child management, teaching-learning processes etc. of pre-primary level are completely different from primary.  It is technically considered that the primary teachers are not at all competent to teach pre-primary class.

The processes involved in teaching- learning is totally a technical matter and a person without training cannot be entrusted for teaching job.  Pre-primary education is also called the early childhood education. Thus, the introduction of 3 R’s in this class is always expected. However, the formal method of introducing 3 R’s is discouraged. There should be activities or playway methods.

It is found that the children attending the pre-primary classes of government schools are being evaluated in summative way which is discouraging for the children.  The recommended methods of evaluating the children of pre-primary class are continuous and comprehensive methods. Further, the children should not be detained in this class.

It is also recommended that the pre-primary class should be segregated in three groups on the basis of age of the children within a classroom and multi-grade teaching is to be introduced.  The segregation can be done in the following way -
♥ 3 yrs child in PP - “C” Group
♥ 4 yrs child in PP - “B” Group
♥ 5 yrs child in PP - “A” Group
This sort of arrangement can ensure the entry of a child in primary level at the age of exact 6 years and does not allow the accumulation of overage children in pre-primary level.  

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[This is 5th chapter of the book titled “A Study on Reasons of Failure and Repetition at Primary Level in Government Schools of South District of Sikkim” a research study conducted by

Dhan B. Subba in 2007-08 and submitted to the Secretary, Human Resource Development Department, Govt. of Sikkim, in May 2008.]

School Development Plan – What, Why and How?

School Development Plan is a document with a list of activities prepared by a school on the basis of its ‘at hand status’ which are to be conducted in future to achieve the targeted objectives in targeted timeframe (short term or long term) with appropriate strategies and plan of actions.

Objectives:
Broadly, the objectives of preparing School Development Plan are as under:
● To ensure universal enrolment, retention, Quality and completion of elementary cycle at appropriate age.
● To ensure child-friendly, barrier free, safe and attractive school environment for pedagogical processes
● To ensure Special Training to Out of School Children of school neighbourhood to put them in the age appropriate class
● To ensure physical infrastructure along with all-weather school buildings
● To ensure higher order learning in children with holistic development
● To ensure community and civil society partnership in all developmental activities of the school

Who makes the School Development Plan?

School Management Committee with following composition makes the plan:
★ 75% parents or guardians of the children admitted in the school (parents or guardians of children belonging to disadvantaged group or weaker section of the society are to be given proportionate representation in the Committee)
★ 25% representatives of teachers, panchayat and senior citizen of the society
★ 50% members of the Committee should be women

Major steps involved in the preparation of School Development Plan: 

Step 1: Status Assessment – Conduct of diagnostic activities and listing of problems
Step 2: Prioritization of identified problems and conversion of prioritized issues to goals
Step 3: Devising actions/steps to achieve the goals


Status Assessment or Diagnostic Activities 

a) Conduct household survey: This will find out the age-wise, gender-wise, economic status-wise, parents’ occupation-wise, CWSN population of school going and out-of-school children within the boundary of that school neighbourhood area.

b) Conduct institutional survey: Institutional survey reveals the status of infrastructure, teachers, teachers’ attendance, students’ attendance, number of school inspection conducted by education officers, availability of playfields, sports/games materials, musical instruments, TLE, TLM, reading corners, laboratory, library, etc.

c) Listing problems or the areas which need improvements: Make a list of issues identified through these two surveys like 3 children in the age group of 6 to 14 years are out of school out of which 1 child is orthopedically impaired, attendance of the students coming from BPL family is poor, shortage of TLM, no girls toilet, etc.

Prioritization of Problems

■ Prepare another list of problems on the basis of its urgencies of solution.
■ Segregate the prioritized problems into two categories – i) Short Term and ii) Long Term

Devising of Action/Steps and Review Strategies

♥ Identify solution levels of each issues to be solved and prepare a list of actions or activities to be carried out to solve each issues, include monitoring/review activities for each issue at each level of solution.
♥ Make chain of activities along with the sub-committees to perform it, monitor/evaluate it and re-plan it if original plan fails.

Plan Submission

Bind the plan into a book form and place it in Gram Sabha for discussion and sanction

Review of Progress

Conduct periodical review meetings to monitor the progress of plan targets.

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A formula for Teacher Trainers:: 3DSE

This formula tells us about the sequential steps as how to reach at enrichment level of trainees during training period. This is very useful especially during in-service teacher training. It goes like this…

“1st D” - On first day or second, trainees ‘DENY’ your ideas/concepts what you want to instil in trainees as a take away of the training being imparted. They may have valid reasons of denying your proposals. Like in early 1990s while training the English teachers to integrate teaching of grammar with text/content, I mean not to teach grammar as separate subject. There were vehement objections from the trainees.  In such situations, persuade the trainees by giving convincing examples, conduct related activities involving them to prove how the concepts being imparted can work at activity level.

“2nd D” – Despite your efforts to convince them, the trainees ‘DISAGREE’ your proposals. Then dig out the reasons of their disagreements, break their old/outdated beliefs and go on adding freshly evolved concepts. Make them feel that they need to think on what you are going to tell them during training.

“3rd D” – Still many of them express ‘DOUBTS’.

“S” – Support them to clear their doubts. Make them understand why they have doubts.    

“E” – Now start enriching them on the new concepts/ideas that you are supposed to do during that training period.

[This idea was given by Sir Subir Shukla during ADEPTS Workshop in 2007]

QUALITY EDUCATION UNDER SSA IN SIKKIM – A BRIEF RECAP

Sarva Shiksha Abhiyan was a flagship programme of Government of India to universalize Elementary Education in the country for 10 years i.e. 2001 to 2010. The programme continued after 2010 also as launching vehicle for RTE Act in the country. SSA during its implementation has four major areas of concerns:
a. Access
b. Enrolment
c. Retention, and
d. Quality

SSA at its inception stage, targeted the access and enrolment of the children of the age group of 6 to 14 years. Later on after 2005, it emphasized on retention and from 2008 began to focus on quality.

While planning for Quality related interventions under AWP&B 2009-10, the State identified 10 core parameters of Quality Elementary Education covering almost all aspects. These parameters were as under:
■ Students’ achievement level
■ Learning difficulties in each subject
■ Teaching learning methods
■ Development and Use of TLMs
■ Active student participation
■ Continuous and comprehensive Assessment
■ Community involvement in quality aspects
School environment
■ Teacher and student attendance, & regularity and punctuality
■ Teachers’ performance against ADEPTS indicators

However in the succeeding year, the parameters were refined further and made more diversified which were adopted in the preparation of State Quality Perspective Plan 2010-2013. The parameters are listed as under:  

★ Learning Processes and Learning Outcomes
★ Comprehensive Quality Vision and Framework
★ Minimum Enabling Conditions
★ Vision-based Curriculum and Teaching  Learning Materials
★ Learning Assessment Systems
★ Teacher Effectiveness Framework
★ Academic Support & Monitoring Systems
★Community & Civil Society Partnerships

The 157 paged State Quality Perspective Plan 2010-2013 elaborately included activities under every parameters. The planned activities which are started from 2010 on parameter-wise are given below:

1. Learning Processes and Learning Outcomes: The plan of teaching/learning through activities, discovery, exploration and dialogue is one of the major activity planned under Teaching Learning Process. This plan carried over in State Quality Perspective Plan 2014-2016 also. The teaching/learning through activities was first in 2011 along with Continuous and Comprehensive Assessment. The institutionalization of culture of discussion in the classroom where children freely express their views and questions in Primary Classes and all children have learnt basic reading and writing by Grade 2 were another two targets under this parameter.

2. Comprehensive Quality Vision and Framework: Under this parameter, the State started working on harmonization of curriculum with syllabus, Textbooks and TLM at classroom level. Another major activities undertaken under this parameter is harmonized implementation of LEP (Learning Enhancement Programme) for languages and mathematics in Pre-primary, Class I and Class II wherein colourful illustrative books were developed and distributed to the schools.

State conducted Baseline Assessment Survey in 2010 to identify the children’s learning levels in different subjects and subject specific learning difficulties. The findings of the assessment survey was also used in identification of thrust areas for short term teacher training.

In 2013-14, to enhance language and maths learning among early graders, State developed reading materials for classes pre-primary and I under Early Literacy and Numeracy Programme. The materials were printed and distributed to all government schools recently.  These materials are to be kept in reading corners of the schools to provide easy access of colourful books to children.

3. Minimum Enabling Conditions: To ensure minimum enabling conditions to run the schools in the accessless habitations, SSA provided two-roomed school building with verandah for newly established primary schools along with 2 general teachers and necessary teaching learning equipment. For upgraded upper primary schools, four roomed school buildings along with three graduate teachers were provided. The teaching leaning equipment worth Rs. 50 thousands is provided to these schools. Till now, there are 63 SSA established primary schools and 94 SSA upgraded upper primary schools are running in the State. Library is established in 100% government schools to provide learning environment for the children attending elementary level. After the enactment of RTE Act, the schools having more than 100 children at upper primary level are given part time instructors for Art Education, Work Education and Physical & Health Education. At present, there are 324 part time instructors are working in different government schools of the State.

SSA emphasized in the development of learners-friendly and barrier-free infrastructure to make schools inviting for the children. Lump sum grant for free textbooks and uniform are also provided to children to improve retention.

Adhering to the RTE mandates, State issued various notifications pertaining to elementary education like No Detention in elementary classes, notifications banning board examination, corporal punishment, raising of capitation fees, specified annual working days, weekly working hours for teachers, etc.

4. Vision-based Curriculum, Syllabus and Teaching Learning Materials: State revised the curriculum, syllabus and textbooks in the line of NCF 2005 in 2007-08 and after the enactment of RTE Act 2009, the State again revised the same to accommodate the mandates of RTE Act. The Term Books are developed for primary classes to reduce the burden of the textbooks.  The language textbooks including English is planned to revise this year.

The present age is the computer age. As such, SSA started using computer as learning aid in the classes IV to VIII and termed as CAL (Computer Aided Learning). Almost all government upper primary schools were provided computer hardware and peripherals and given training to teachers to use computer as learning aid in the classroom.

5. Learning Assessment: Shift in learning assessment is one of the major happening in elementary education after the enactment of RTE Act. The situations brought by the RTE Act compelled the State to adopt Continuous and Comprehensive Assessment as an instrument to sustain quality of learning among the children of elementary classes.

In 2010, Pedagogy Cell constituted under SSA developed a booklet called “Guidelines for Continuous and Comprehensive Assessment” which consist of class-wise and subject-wise syllabus, broad learning indicators, sample activities, sample report card, grading for both scholastic and co-scholastic areas. The booklet was distributed to all government schools and training of teachers on CCA was conducted simultaneously.

The said booklet is revised once again in 2012 to include the suggestions from the field level educational workers and distributed to schools.

At present, 100% government schools adopted CCA as learning assessment tools.

6. Ensuring Teachers’ Capacity and Effectiveness: Sarva Shiksha Abhiyan places great emphasis on preparing the teachers for teaching, by building their capacity through a series of training programmes. It is expected that this training should cover several pedagogical issues, including content and methodology, to improve teaching learning transactions at classroom level. Teacher training under SSA emphasizes child-centred pedagogy and competency based teaching learning. Effectiveness of teachers depends on the effectiveness of process of teacher preparation, effective trainings and effective follow-up processes.  This is the major parameter that SSA has concentrated upon since its inception. The following categories of different types of trainings for teachers are being planned under this parameter to enhance the efficiency of the elementary education system in the State:
》》10-day BRC Level Training of in-service teachers: Earlier this category of training was of 20 days. However, it was cut down to 10 days. This training is mainly for bringing shift in teaching-learning process as per renewed context. The teachers were trained for effective implementation of CCA, use of LEP materials to support learning of children, how to conduct teaching activities in the classroom, etc. For this academic session, PAB has approved 6-day training in three separate categories of teachers – (i) For the teachers teaching Classes I & II on “Effective use of Early Literacy materials to enhance language and Maths learning in early learners; (ii) For the teachers teaching Classes III, IV & V on English, EVS & Maths Teaching through activities; and (iii) For the teachers teaching Classes VI, VII & VIII on Science and Maths teaching through activities.

》》10-day CRC Level Training of in-service teachers: This category of training as well was of 20-day earlier. Now it is 10 monthly academic meetings of the teachers at cluster level. PAB has approved 6 monthly meetings for this year. The various subjects related to quality improvement are discussed in these meetings. The main subjects are the following:

♥ Discussion and review of progress in students’ learning achievements as per last meeting’s resolutions
♥ Feedback and impact of In-service Teacher Training conducted earlier
♥ Discussion of sharing patterns of children’s achievements with parents adopted by feeder schools
♥ Feedbacks on the basis of findings of QMTs
Sharing of innovative/good practices adopted by the schools to improve scholastic and co-scholastic achievements of the school
♥ Development of school campus as learning friendly environment
♥ Preparation of school development plan and thrust areas included to improve learning of children
♥ Sharing and discussion on various learning activities carried out by the teachers during last month and children’s reactions on that.
♥ Resolutions and identification of activities to be conducted in the schools for next month

》》30-day Induction training for newly recruited teachers: The induction training was conducted previously when there were huge lot of recruitment under SSA. Now-a-day, this training not being conducted.

》》Lump sum financial help to untrained teachers to acquire 2 years B.Ed. or D.El.Ed. professional course: MHRD provides lump sum amount of Rs. 6000/- per head to each untrained teachers undergoing 2-years D.El.Ed. or B.Ed. professional course included in the AWP&B.

7. Academic Supports and Monitoring: Teaching as a profession requires a constant touch with academics i.e. one is a ‘learner for life’. It is essential that a teacher keeps himself abreast of the constant advancements in the “Knowledge-World” and thus updates his own knowledge base. However, it is also equally important that how s/he is being provided with academic supports in the way of making herself updated as a teacher and how her works are being monitored. The support providers and monitoring personnel are to be equally updated and equipped with recent development of educational processes.

The effective monitoring and support system depends not only on updated monitoring officials, it also requires systemic arrangements to facilitate these officials to carryout effective monitoring and support activities. As such, SSA recognized every block (now GVK) as Block Resource Centre and School Complex as Cluster Resource Centre. Considering block as main level to coordinate the educational activities, the Block Resource Centres are provided office equipment like desktop computer, laser printer, dotmatrix printer, laptop, photocopier, etc. The centres are also given full time manpower like BRC Coordinator, MIS Coordinator, Data Entry Operator and Accountant-cum-Support Staff along with Rs. 50,000 lump sum annual grant. Below the BRC, there is another level called Cluster Resource Centre. These centres are provided with one each full time coordinator and annual grant of Rs. 10,000. At the lowest level i.e. at school, there is School Management Committee. These SMCs are given Annual grants like maintenance grant and School grant. In this way, there are four levels of monitoring and academic support system in action in a district viz. District Level, Block Level, Cluster Level and School Level.

The monitoring officials posted at Block and Cluster levels are given trainings on various aspects of school supervision and management information system in phase-wise manner. The office staff appointed in blocks were also provided trainings.
     
As a part of monitoring, SSA has conducted different research studies in different areas. The research studies conducted by the state on quality management so far are as under:
◆ Assessment Study on School Performance in 2006-07. (South District)
◆ Reasons of failure and repetition at primary level in government schools of South District of Sikkim in 2007-08 (South District)
◆ Low achievement level of students in mathematics, Science and English in Class V in June 2008 (West District)
◆ Impact of MDM Scheme on retention of Children at Primary Level in 2008 (West District)
◆ Teachers Absenteeism in 2008 (State level)
◆ Baseline Achievement Survey 2010

SSA conducts DISE Survey every year to maintain database on school education which covers all the educational institutions catering school education irrespective of types and managements.

Since 2013, SSA is also implementing Quality Monitoring Tools in the State to monitor quality activities being conducted at various levels of school education.

8. Community and Civil Society Partnership: It is expected that local community, teachers and management committee will, in partnership with local non-governmental organizations, prepare and implement plans for school activities, maintain records, monitor and evaluate the school activities. Community is the major agency to facilitate the enhancement of quality education as the family is considered the first school of a child.

The State, in the initiative of SSA Cell, has constituted School Management Committee in each government school as prescribed by RTE Act under Section 21. More than 7000 SMC members covering 100% government schools of the state, were trained on the process of preparation of School Development Plan and sensitized on various mandates and provisions laid by RTE Act. This training is given to PRI members and parents also.

******************

TEACHER MANAGEMENT: ISSUES AND CHALLENGES With special reference to Sikkim

General Background

Sikkim, the erstwhile kingdom of Chogyal dynasty has been merged with the mainstream of Indian union Republic in the year 1975. Prior to that Sikkim was a Protectorate State of India. The population before the merger was very sparsely distributed and the kingdom was almost isolated from the mainstream in every field. After 1975, the tiny Himalayan State of Indian Union Republic took a dramatic turn and witnessed a phenomenal changes in demographic as well as other infra structural facilities. Sikkim is a tiny State in the eastern part of India. The total area of Sikkim is 7096 Sq. Km. Geographically Sikkim is bounded by China (Tibet) on the north, the kingdom of Bhutan on the east, Darjeeling District of West Bengal on the South, and the kingdom of Nepal in the West. It lies between 27⁰ to 28⁰ North Latitudes and 88⁰ to 89⁰ East Longitudes. The capital of Sikkim is Gangtok. The population as per the Census 2001 is 539584 out of which 251885 are female. The density of population is approximately 76 per Sq. km.

The whole State has been divided into 607 Revenue Blocks and 909 ward Panchayats. Administration has already been decentralized in the State and Powers has been delegated to the PRI as per the 73rd and 74th Amendment of Constitution of India.

All the 782 Government Schools are proportionately divided into 131 clusters. The cluster is further strengthened by formation Cluster Resource Groups, headed by the Cluster Resource Coordinator who is the Head Master of that particular school. The School Managing Committee (SMC) works at the grass root level. Each and every Government School has its own School Managing Committee.

As per the household survey conducted in January 2007, 866 habitations have been identified out of these, 97 habitations were school less habitation and they are being covered by opening EGS/AIE Centres. Some of the habitations have difficult geographical terrain and are sparsely populated.

Educational Background

The education in the State of Sikkim was in the poor state at the time of its merger in Indian Union because of the various socio-economic and socio-cultural reasons. The establishments of the schools were not done on basis of proper mapping and planning. The influence of the community used to decide the establishment of schools. Thus, due to the uneven distribution of schools, limited infrastructural facilities, non-availability of qualified teachers and expensive schooling were the major reasons for non-schooling of the children in the State at that time.

The initial process of school education in the State started when the State initiated Incentive Scheme to the school going children. This had resulted the tremendous increase in enrolment in the schools.

The graph below shows the literacy rate of the State corresponding to the National figure. The figures of three consecutive demographic years i.e. 1981, 1991 and 2001 show the progress in literacy in the State. The tremendous growth of the literacy in the state is due to the holistic approach of the Government of India and the sincerity of the State Government. The literacy rate of the state as per 1981 Census was 9.62 less than the National average however in 1991 and 2001 Census the state exceeded the National average.

Near about 42 to 43% schools were established in the decade of 1975-1985. The Operation Blackboard under National Policy on Education (1986) covered all primary schools of the State. The incentives like mid-day-meals, free textbooks, free exercise books, free school uniforms, free tuitions, school bags, free raincoats etc. are some of the factors which contributed a lot on the way of Universalization of Elementary Education in the State.

There is also provision of Merit Scholarship. Every year there is a test for the children of Class VI for the selection for Merit Scholarship. The children securing Ist, IInd and IIIrd positions at district level are conferred Merit Scholarship @ Rs. 1200/-, 1000/- and 800/- respectively per annum.

The State also has the scheme of Prerna Scholarship for the girl children. The department prepares the merit list of girl children from the above test and confers scholarship to those who stand Ist, IInd and IIIrd in the list prepared thereof. The rates of the scholarship are Rs. 800/-, Rs. 700/- and Rs. 600/- to Ist, IInd and IIIrd respectively.

Stage-wise Growth of Enrolment

Stages of Education	Achievement in Enrolment				%age of Girl’s Enrolment in 1992-93
	1980-85	1985-90	1991-92	1992-93
Primary (Classes I-V)	60821	71515	73324	74497	46.90
Middle (Classes VI-VIII)	13423	14591	15998	18515	47.50

Source: Educational Administration in Sikkim, NIEPA (NUEPA), 1995

Sikkim has achieved great success in enrolling the children in the school system. The table given above shows the increase of enrolment at Primary and Upper Primary Level in different period indicated in the table. The enrolment increase is about 22.48% at primary and 37.93% at upper primary level.

School and Subject Pattern

Primary Level of schooling has five years cycle covering the classes I to V. But it is to note that every schools of Sikkim have pre-primary class attached to it. The whole State has classes VI to VIII in the upper primary section and there is also a primary section attached to it, which is called Junior High School. In secondary section there are Classes IX and X and also posses primary and upper primary section attached to it. There are classes XI and XII in senior secondary section along with the lower sections attached to it. The schools upto running Class X and Class XII in the above pattern are called secondary and senior secondary schools respectively. There are 498 primary schools, 150 upper primary schools, 92 secondary schools and 42 senior secondary schools in the state.

Four major subjects are taught in the classes from I to III out of which two are languages i.e. English and Vernacular. The other two are Mathematic and Environmental Studies (EVS). In Sikkim, this level is called Lower Primary and has purely a competency based teaching-learning.  However after this level, the state has three language formulae up to Class VIII and the languages taught in these classes are English, Hindi and vernacular. The number of language subjects comes down to two as in lower primary level at secondary and senior secondary levels.

The subject Pattern being taught in the schools of Sikkim is given as under:

Level	Classes	Subjects taught
Lower Primary	I - III	English	Vernacular	Mathematics	EVS	-	-
Primary	IV – V	English	Hindi	Vernacular	Mathematics	EVS I	EVS – II
Upper Primary	VI – VIII	English	Hindi	Vernacular	Mathematics	S.Stds	Science
Secondary	IX & X	English	Hindi/Vernacular (anyone)		Mathematics	S.Stds	Science
Sr. Secondary	XI & XII	English	Hindi/Vernacular (anyone)		As per streams

Note: Nepali, Lepcha, Limboo, Bhutia, Sherpa, Gurung, Mangar, Newar, Sunuwar, Tamang, Rai are Vernaculars

Teacher Management in the State

‘Teacher’ the word itself gives its piousness.  Teacher is a refined personality of the society which emits goodness, righteousness, truthfulness, sincerity, honesty, commitment, competence and self respect. The civilization the world has achieved over a period of time is the result of honest and sincere efforts of the teachers who served the human being in different ages in different patterns of managements.

The teaching-learning being the main activity of Education Department, the teachers are the main academic resources and responsible for effective teaching learning process. Teachers play leading role in the processes of creation of knowledge in the students and always act as a role model for the students. The performance of the teachers reflects the performance of whole department. The teachers are such educational workers who are made targeted if the goal is not achieved. Hence, the management of teachers plays very important role to make them capable of conducting productive teaching learning activity in the classroom.

Teacher management system differs from state to state in our country. The educational awareness of the civil society and academic and managerial capability of the educational administrators largely affects its management system. It also depends on the availability of the eligible candidates for teaching profession in the state as many of the state has its own state cadre.

Teacher management in the state of Sikkim seems simple as the number of teachers in the state is very less as compared to other sister states of the country. The state has no separate sets of rule for the management of education system and to govern educational workers. Moreover, all government employees of the state are govern by common State Government Service Rules, Leave Rules and Establishment Rules. However, the department has its norms and criteria for the recruitment and placement of teachers and education managers/administrators in the form of notifications.

Type of Teacher and Eligibility

Adoption of teaching profession in primary school level, in the context of Sikkim, was quite different till last few years. Any matriculate candidate was considered eligible for the post of primary teacher. The students who hail from middle and upper class family and having good marks in matriculation continued their study without opting government jobs. The candidates having higher qualifications never approached for teaching job.

As mentioned above, rare local candidate used to come forward to pickup teaching job those days. The candidates who approached for teaching profession were only from lower class people and the candidates having less mark to adopt other options. There was no system of formal interview for teachers’ appointment till late seventies.

Teaching job is the best-paid job in the State and holds high respect in the society in accordance with the percentage of ‘teacherness’ available in the individual teacher. The time has changed. The parents do not take the teachers in general. The teachers who are committed and dedicated hold categorically high respects in the society especially among the parents. The state has three categories of teachers if the category is made as per the teaching level viz. Primary Teachers in primary level, Graduate Teachers in upper primary/secondary levels and Post Graduate Teachers in +2 level.

Primary Teacher: These teachers are normally appointed for primary level. However, these teachers are also given the classes at Pre-primary and upper primary level during the shortage of teachers in the school. There are two types of primary teachers in the state viz. general primary teachers and language primary teachers. The general primary teachers have to teach general subjects. The languages are taught in the state as vernacular subjects and there is provision of separate language teachers for every vernacular subjects. But interestingly, Nepali language, which falls under the vernacular category, has no language teachers and is taught by general teachers.

The minimum qualification of eligibility for this post is 10+2 irrespective of their streams and subject combinations at +2 levels and a certificate/diploma of professional qualification to teach primary classes like DIET, TTI, CPE etc.

Graduate Teacher: The graduate teachers are appointed for the teaching assignments in upper primary and secondary level. These teachers are also of two types – general and language. Unlike in the case primary level, the general teachers divided into three types viz. Mathematics Graduate teachers, Bio-science Graduate teachers and Arts Graduate teachers. Here the role of the teachers is more specific than the primary level. The teachers given their respective subjects to teach and has no any confusion of allocation of teaching subjects as in the case of primary level. At this level too, there is the provision of language teachers to teach language except for Nepali language. This language is to be taught by the arts graduate teachers.  The candidate applying for the post of graduate teachers should possess graduate degree with B. Ed. A candidate without B. Ed. is also permitted to sit in the interview, but if selected s/he has to complete B. Ed. within four years otherwise s/he is terminated without any notice. 

Post Graduate Teacher: These are the teachers who teach in the Senior Secondary Level i.e. Class XI & XII. These are totally subject specific teachers.

Any candidate with Master Degree is eligible to apply for this post. The professional qualifications like B.Ed. and M. Ed. are only the desirable qualification.  However, these teachers have to produce B.Ed. degree within five years of their appointment as post graduate teacher.

The teachers can also be categorized as per the subjects taught by them. There are general and vernacular subjects. The category mentioned above is the general teachers. The eligibility and appointment criteria of language teachers slightly differ with the general teachers. The language teachers are appointed to teach the languages which are kept as vernacular subject. It is already mentioned that there are 11 vernacular subjects being taught in the state. The state has the provision of separate Nepali teacher at +2 level. 

The eligibility criterion of primary language teacher is also 10+2 but they should have that particular language as the main subject in 10+2 level for which s/he has going to sit for competitive exam. However, the candidate who is applying for the language teacher of such language which is recently taken up as the vernacular subject and had no any formal institutions to teach this language earlier is considered as special case which does not need any certificates to prove her/his qualification on that language.

The appointment of language teachers in graduate and post graduate category is not started in the state. The requirements of these categories are being filled up by promoting the primary teachers on performance basis. 

Selection, Posting and Pay Scale

It is to mention that the state has no any detailed rules regarding selection, posting and transfer of teachers. There are criteria and norms formulated by the department in the form of Notifications which are followed as the rules for the selection and posting of teachers in the state. These notifications get reviewed or superseded by new one as per the requirements and situations.

The teacher appointment is done for two types of vacancies. One is already created post but fallen vacant due to death, retirement and resignation of the teachers and another one is the new post created due to the establishment of new school or up-gradation of existing schools. 

Sikkim has very simple recruitment mechanism and Directorate itself recruits all categories of teachers. The recruitment modalities of all three categories of teachers are same. The department first collects the vacancies caused due to death, retirement and resignation of teachers. Then process the file proposing the conduct of interview for the selection of particular category of teachers and roster finalization from Department of Personnel Administrative Planning, Reforms and Training (DOPART). Then the department brings out the Notification for the conduct of interview giving details of eligibility of applicants and number of posts when it gets the approval from the competent authority. The Recruitment Cell of the Department conducts competitive examination as per the issued notification. The examination generally has the written test and interview (viva voce). 

After conducting written examination, the Recruitment Cell list out the name of qualified candidates for viva-voce. Normally the weightage of viva-voce is about 10 to 15% of total marks of competitive examination. The merit list is prepared after making sum of the obtained marks in both the tests using roster and send to the DOPART to confirm the roster. After the approval accorded from DOPART, the list is displayed in the notice board. 

The posting is given to the teacher on the basis of requirement with the noting that the teacher cannot be eligible for applying transfer till s/he completes three years of continuous service in the first posting place. It is also included in the appointment order that the teacher will remain in Probation till s/he completes two years of service.

The teachers are the best paid employee of the Sikkim State Government. Their salary is higher than their counterparts serving in other departments with same qualifications and equivalent posts.  The pay scale also can be said as better if it is compared with some of the states of the country.

Sikkim has the system of common pay scale for both trained and untrained teacher. However, the untrained in-service teachers who acquire professional qualifications duly taking permission from the department are given two advance increments as per the state norms.

However, it is seen that many of the states have given special emphasis on the professional qualification of teachers and provided separate and handsome scale for trained teachers.

The present pay scale of the teachers of the state is as under:

Teachers’ Category	Scale of Pay		Remarks
	At the time of Appointment	After 10 year	Advancement grade is given to all category of teachers after 10 years of continuous service
Primary Teacher	4200-110-6400	5500-175-9000
Graduate Teacher	5500-175-9000	7000-225-11500
Post Graduate Teacher	7000-225-11500	9000-300-13800

The gross salary of the newly appointed teachers for the month of August 2008 in all the three categories are calculated and given in the box under. This shows that a primary teacher receives Rs. 10836.00 (Rupees ten thousand eight hundred thirty six) only which is Rs. 3354.00 (Rupees three thousand three hundred fifty four) only less than a graduate teacher and this difference within graduate and post graduate teacher is Rs. 3870.00 (Rupees three thousand eight hundred seventy) only. 

Gross Salary of newly appointed Primary, Graduate and Post Graduate teachers in the State (Sample Month: August, 2008)

Teachers' Category	BP	DP	TP	DA	HRA	SBCA	Gross
Primary Teacher	4200	2100	6300	2961	945	630	10836
Graduate Teacher	5500	2750	8250	3878	1238	825	14190
Post Graduate Teacher	7000	3500	10500	4935	1575	1050	18060

In Sikkim, the heads of the school are given separate pay scales. The details of pay scales of category-wise heads of school are as under:

1. Headmaster, Lower Primary School              – Rs. 4300-125-6800
2. Headmaster, Primary School                                     – Rs. 5000-150-8000
3. Headmaster, Junior High School                   – Rs. 5700-200-9700
4. Headmaster, Secondary School                     – Rs. 7500-250-12500
5. Principal, Senior Secondary School              – Rs. 9000-300-13800

Transfer of Teachers

Sikkim has no transfer rules. The schools located in the urban and easily accessible area has over crowded teachers resulting Teacher Pupil Ratio (TPR) to 1:6 to 8 and acute shortage of teachers in the schools of remote villages. The transfer is done on excess-shortage basis taking short term decision at state level when the situation nears to chaos due to teachers’ shortage in remote schools. But this also creates another chaos among the teachers and hampers the normal functioning of the schools.

Due to absence of transfer norms, Sikkim is facing great problem in teacher rationalization. It is known to all that the average Teacher Pupil Ratio (TPR) of the state is only 1:20 but it is sometime becomes more than 1:50 in the schools located in the remote corner of the state. The innocent children who are underprivileged and need more supports are being made the victims of this disproportion.

Many a time teachers consider their right to be posted in their local area/home town which too results in the shortage of the teachers in the remote schools. Moreover, many of the teachers who are posted in the native place do not teach with commitment on the pretext of other social obligations.

Promotion Avenues for Teachers and School Heads

The teachers have no any direct promotion avenues as there is no any norm on promotion. But the teachers having the qualification of next higher grade can get the chance to sit in the interview of next higher post e.g. a primary teacher having graduate qualification are given the chance to sit in the interview of graduate teacher under special provision and in the case of her/his selection her/his pay is protected duly providing all the benefits of previous service. The eligibility for such promotion avenues for teachers and school heads are under:

For Teacher

l  Every Primary Teacher having Bachelor Degree are given chance to sit in the Interview of Graduate Teachers under Special Provision.

l  Every Primary Teacher having TTI Certificate/DIET Certificate/CPE etc and 5 years of continuous service are given chance to sit in the Interview of Headmaster Primary School.

l  Every graduate teachers having B. Ed and continuous service of 5 years are given chance to sit in the interview of Headmaster, Junior High School.

l  Every graduate teachers having B. Ed and continuous service of 10 years are given chance to sit in the interview of Headmaster, Secondary School.

l  Every post graduate teachers having B. Ed./M. Ed. and continuous service of 10 years are given chance to sit in the interview of Principal.

l  Every language teachers having good performance in the school and good command in their language are given chance to sit in the promotion interview of next higher posts.

For Headmaster and Principal

l  Every junior high school head with continuous 5 years are given chance to sit in the interview of headmaster, secondary school.

l  Every secondary school head with continuous service of 5 years are given the chance to sit in the interview of Principal, senior secondary school.

l  Principal are given promotion to the Joint Director on seniority basis.

However, there is no any promotion avenue for primary school headmaster.

Academic Support System and Academic Support Structure

Teachers’ Support System is the system established to support teachers to update and enhance their performances and professional competencies. It is a platform where a teacher comes, talks about classroom processes and pedagogical issues, expresses and clears doubts, and the like. The support system has to provide onsite supports to the teachers on pedagogical and other issues related to school processes.

The following institutes are the number of Teachers Support Systems available in the State:

SIE	DIET	BRCs/ Sub-Divisional Offices	CRCs/ School Complexes	Remarks
01	01	09	131	The recently created 24 Block Administrative Centres (BACs) are being converted into BRCs in the state.

The quality in school education is the burning concern of the globe at present. The search of quality in education has led to the consumerism and emergence of education shops in the country. A literacy programme is being propagated in the name of education. The core of the education like moral ethos, work for peace, tolerance and universal brotherhood etc. are being neglected.  It is always expected that the education should groom a child with complete personality and a man of culture. Culture has metaphorically, been describe as the light that emits out of diamond, and not the diamond itself. In humans, culture represents an individual in his or her totality. Hence, it is much more than knowledge. It represents an integrated personality that is well rounded, that emits warmth and human values. It is manifested by the way an individual treats himself or herself, other human beings animals, plants, places, objects, and the like. It is the totality of the person.[1]

The availability of the efficient support structure and its organizational pattern decides efficiency of the whole system. The effective support structure with effective organizational pattern definitely brings effective outcomes.

Information about level-wise Political/Local bodies, Administrative and Academic Support structure in Elementary Education in the State:

Level	Political/Local bodies	Administrative	Academic
State	Ministry of HRDD, Govt. of Sikkim	Secretariat/Directorate of HRDD headed by the Secretary/Directors (Academics & Administration and Elementary Education & Literacy )	SIE headed by the  Director (Academics and Administration)
District	Zilla Panchayat	District HRD Office headed by the Joint Directors	One DIET at State Capital in East District headed by the Joint Director (only DIET of the State)
Sub-Division	Zilla Panchayat	Sub-Divisional HRD office headed by the Deputy Directors	Block Resource Centres headed by the BRC Coordinators
Block Administrative Centre	Zilla Panchayat	BAC level HRD office headed by the Assistant Directors	-
Cluster/Complex	Gram Panchayat, School Managing Committee	School Complexes or Cluster Resource Centres headed by the Complex Organizers or  CRC Coordinators	Cluster Resource Centres headed by the CRC Coordinators
Village	Gram Panchayat, School Managing Committee	Headmaster	CRC Coordinators/ Teachers

State Institute of Education and DIET in Sikkim:

National Institute of Education (NIE) was set up as the educational support system for the educational management at the National Level after independence and on the line of NIE, State Institute of Education (SIEs) were set up at the state level. National Institute of Education (NIE) was upgraded to Nation Council of Educational, Research and Training (NCERT) in the year 1964. Accordingly, the SIEs at the state level were also upgraded to State Institute of Educational Research and Training (SCERT). At present very few states like Arunachal Pradesh and Sikkim has SIEs at the state level.

The scope of work of SIEs included in-service training of elementary school teachers, teacher education and supervision, reviewing and revising school curriculum and syllabus, providing extension services, improvement of science and environment education, population education, preparation and distribution of Audio Visual aids and publication of learning materials for elementary schools.

Its major functions include:

1. Improvement in the quality of education and teacher training at the elementary stage,
2. Improvement in the in the system of inspection and supervision,
3. Conducting research and innovations in elementary education, and
4. Coordination with the state and NCERT.[2]

The State Institute of Education in Sikkim was set up in the year 1979-81. The SIE functioned as the only academic organ of the then Education Department as it was the only agency that was involved in carrying out the various academic programmes and teacher education programmes to strengthen the manifold activities and thus ensure quality and inculcate competency the teaching learning process in the state of Sikkim.

Sometime back a team was constituted at the state level to strengthen the SIE by upgrading into the SCERT. The team had recommended the restructuring of SIE into SCERT. Since SIE is not notified as SCERT, though it caters the service of SCERT for the state. It functions as the academic wing of the Directorate of Human Resource Development Department. The different cells at SIE are as under:

1.     English

2.     Mathematics

3.     Science

4.     Social Studies

5.     Population Education and

6.     Extension Services

The SIE, Sikkim conducts training programmes for different levels from primary to senior secondary level teachers.

SIE is the apex level academic body in the state of Sikkim for school education and teacher education. SIE, Sikkim works in the following areas:

ü  Curricular research, development, design as well as curriculum renewal

ü  Textbook renewal

ü  To conduct action research and CCE.

ü  Develop modules/materials for teacher training

ü  Develop teaching learning materials

ü  To mentor and provide guidance to DIET

ü  To train teacher educators, Teachers, other administrative personnel

ü  To develop new methodologies for learning/curriculum transaction

District Institute of Education and Training in Sikkim

DIET is the district level Teachers’ Support System established as envisaged by the National Policy of Education (NPE) 1986. On this centrally sponsored scheme, almost all the states and Union Territories of Indian Union are covered. The major functions of DIETs include the following:

1. providing pre-service and in-service education to elementary school teachers;
2. providing training courses and continuing education to non-formal and adult education instructors and supervisors, and also providing the services of resource and learning centres to teachers and instructors; and
3. conducting action research and experiments.[3]

Sikkim has only one functional DIET at the State Capital, Gangtok, in the East District of the state. The DIETs for other three Districts are still to be operational. The only DIET which, at present located at Gangtok, has a long history. It was established as Teachers Training Institute (TTI) just 3 years after the formation of Directorate (1954) by the Maharaja of Sikkim. The Existing DIET which was established in the year 1957 as Teachers Training Institute (TTI) at Temi School, South Sikkim was later on shifted to Pelling in West District of Sikkim and finally it was shifted to Gangtok and upgraded as DIET in the year 1989-90.

Manpower of Existing DIET:

Principal	Teaching Staff		Non- Teaching Staff
	Subject Expert	Physical Education Instructor	Grade III	Grade IV
01	08	01	07	05

Source: DIET (2007-08)

Apart from the regular pre-service teacher education for elementary stage, DIET also undertakes the following training pogrammes:

1. Development of textbook for monastic school.
2. Orientation programme for heads of primary school
3. Undertake academic inspection of schools.
4. 40 days orientation/training for school mothers
5. Training on philosophy and goal of SSA
6. Training for community ownership of educational institutions
7. Conduct pretest and posttest especially during content enrichment programme.

The entire training programme mentioned above also incorporate the following areas to make the teachers aware:

a)     Latest teaching techniques

b)     AIDS

c)     Disaster Management

d)     Inclusive Education

e)     Adolescence Education

f)      Child Psychology

g)     School Organization

h)     Health Education.

DIET also provides following supports to SSA as and when needed:

1.          Providing academic support to schools

2.          Curriculum and Textbook development

3.          Development of state specific Monitoring Tools

4.          Prepare in-service training package for primary teachers.

Block Resource Centre and Cluster Resource Centre

Block Resource Centre as the teachers’ support system came into existence after the inception of Sarva Shiksha Abhiyan in the country. It is the downward percolation of support system to sub-district levels so as to make support system nearer to implementation level. However, the concept of Cluster Resource Centre is not new as there was the system of school complexes.

In Sikkim, there is the sub-division office with an Assistant Director who looks after the schools at falling under his jurisdiction. After the inception of SSA in the state, the senior secondary schools located in the sub-divisional headquarter is identified as the Block Resource Centres and the principals of those schools were designated as the Block Resource Centre Coordinators (BRCC). The BRCCs conduct the 20-day in-service training of the teachers working within their jurisdiction. 

Regarding Cluster Resource Centres (CRC), the state renamed the existing school complexes as the Cluster Resource Centres and the complex organizers are designated as the Cluster Resource Centre Coordinators (CRCC). The CRCCs conduct cluster level meetings of teachers, inspection of their feeder schools and provide academic supports to the teachers wherever it is felt necessary.

Teacher Training

The NPE – Programme of Action (PoA) envisaged a child-centered approach to promote universal enrolment and universal retention of children up to 14 years of age and substantial improvement in the quality of education in the school.[4] It is the matter of 1992 i.e. almost 16 years before but the concept of child centered schooling is yet to be percolated down to teachers and cross the portals of the classroom.

‘Child-centered’ pedagogy means giving primacy to children’s experiences, their voices and their active participation.[5] The children are to be made involved in the teaching learning process by making the class joyful and nearer to their daily observations and experiences. This is possible only if the teaching learning process is made more democratic, activity based, participatory and communicative. Too often teachers enter the classroom not knowing how too make a lesson plan, to handle discipline problems, to talk with parents, to ask different questions on different levels of complexity, to work with small groups of children, to analyze learning difficulties, to grade papers, to give different kinds of tests, to conduct field trips, to involve students with widely different ability and achievement levels in overcrowded classrooms, to use computers and other instructional aids as teaching resources, to lead discussions and on and on.[6] Moreover, this sort of pedagogical expertise requires specific trainings.

Sikkim has cleared backlog of maximum untrained teachers in recent years by providing trainings on distant mode from IGNOU. The Certificate Programme in Primary Education (CPE), a 6-month certificate course on teacher education was provided to the untrained in-service primary teachers. The untrained in-service graduate teachers were provided B.Ed. degree course during 2003 to 2006. The course fees related to both the courses were born by the government and two advance increments were also conferred to the teachers who successfully complete the course.

State Institute of Education and District Institute of Education and Training jointly conduct trainings of the teachers. DIET was running one year in-service Training programme for primary teachers who did not have professional qualification from 1979 to 2003. Presently DIET, is offering two year pre-service teachers education for the elementary stage. Target groups are identified by district authorities. Once the training is scheduled the district authorities are required to nominate teachers. These teachers are called at DIET through District authorities. They are trained on those areas based on the requirements submitted by district concerned. Duration of training is decided as per the course content and the methodology is decided by DIET depending upon the target. Inspection team is constituted and follow up strategy is developed depending on which area is to be studied or taken care of.

The major areas on which the SIE and DIET conduct the teachers training are as under:

1. Conduct training programme for DRGs/BRPs identified by the District Project Offices of all four district of the state, who in turn conduct training to in-service primary teachers in respective districts and blocks in 20-day in-service teachers training mode.
2. Organize content enrichment training programme for in-service primary teachers teaching English, EVS and Mathematics on need based as proposed by District Heads.
3. Conduct training programme for BRCs and CRCs as per the demand of the District Head like classroom observation/monitoring and supervision.
4. Training programmes of TLM development and its use in classroom is prepared keeping in view the duration and the target group.
5. District authorities nominate the working Post Graduate Teachers who are trained by DIET to work as Resource Persons.

20-day Training conducted under SSA

Sarva Shiksha Abhiyan has different dimensions on quality intervention. One among them is the teacher training. The teacher trainings incorporated in the SSA intervention are of three types which given as under:

¨ 20-day training for in-service teachers;

¨ 30-day training for newly recruited teachers; and

¨ 60-day training for untrained teachers.

The state has conducted 20-day typed in-service teachers training in phase wise manner on content up-gradation and pedagogy for in-service primary teachers. The total numbers of teachers covered under this training as on 31^st 2008 is 2879 which is 67.84% of the total primary teachers of the state.

Teachers Performance Appraisal and Teacher Recognition

It is often seen that the inefficient and non-performing workers get away without any action against them. Sincere workers have hardly any incentive to put in more and become discouraged. Performance Appraisal is one of the effective tools to strengthen the individual accountability of an employee. It also helps to track both the performing and non-performing, committed and non-committed, competent and incompetent, committed and non-committed, confident and non-confident, workers within the system.

Performance appraisal of teacher is one of the best instruments for the improvement of teaching and learning in the classrooms. It helps the teachers to identify his strengths and weaknesses in the management of teaching-learning process and enhance his professional skills and performance. As such it would improve the overall management of school and provide an opportunity to consider the effective management of change.[7]

Sikkim has the system of filling up the Annual Confidential Reports (ACRs) as performance appraisal especially at the time of promotion and sanctioning Advancement Grade. This confidential report is not seen that much effective to enhance the teachers’ productivity and accountability system. Moreover, these confidential reports are not handled confidentially many of the time.

The State Government has already declared an award called ‘Shikshak Shiromani’ which will be the highest award for the teachers in the state.  The details of selection processes and the criteria are being devised. Other than this, the committed and dedicated teachers are being given recognition by parents and PRIs. The department has its own scheme to give the recognition to teachers through appreciation letter, commendation certificate and awards.

The following certificate and awards are conferred to the renowned teachers of the state every year on the auspicious occasion of Teachers’ Day:

1. Commendation Certificate for 16 teachers;
2. State Award for 08 teachers; and
3. National Award for 02 teachers.

Problems and Issues

Some of the major problems which need to be addressed are as under:

1. Teacher Rationalization
2. Inadequate Teacher Support System
3. Conventional Teaching Practices
4. Traditional system of Monitoring and Supervision

The state is facing problems due to the lack of norms or guidelines pertaining to the transfers and postings of teachers. It has affected the education of the innocent children who are studying in the schools located in the remote corner of the state. However, it is also seen that some of the state having these norms are not adhering to the norms.  Thus, it became a dilemma to have or not to have the norms and guidelines of transfer and posting of teachers in the state.

Another problem of the state is the inadequate Teacher Support System. It is already mentioned that SIE, Sikkim is doing the job of SCERT in the state and has very less time even to conduct short term trainings like orientation, refresher courses etc. The only DIET of the state always remains preoccupied with PST programme. It hardly can spare time to conduct panel academic visits to the schools or any short term training programmes. Because of this, teachers are getting very less academic supports and chance to update themselves.

It has been observed that the approaches being adopted by the educational managers (inspecting officials/school heads) to monitor, supervise and evaluate the educational institutions as a supervising and monitoring official of the department are not meeting the expectations and perceptions of the government and the civil society.   Moreover, it is seen that the concepts and modalities of monitoring, supervision and evaluation of school education varies from person to person. There is neither specific set of targets diagnosed to be focused upon during the school visits nor specific techniques being adopted to diagnose the inadequacies on teaching learning processes.

Conclusion

Since the concerns and prospective of education is being changed, the ways of managing the teachers is to be changed accordingly to meet up the inadequacies created by liberalization, privatization and globalization.  The clear cut role definitions of every category of employees, their role relations to execute the works, re-engineering of the management set-up that suit the nature of the working system, re-engineering of the monitoring, supervision and evaluation system etc are some of the areas of desirable systemic reforms at present. It is also expected that the management system should have the target on the upliftment of morale of the workers that inculcate the sense of accountability within them.

India being a country of diversified cultures, traditions, languages and living styles, a single set of management technique will not be pragmatic enough at the lowest level of management. Thus, it became the duty of the educationists and academicians of the country to work for the new era of Teacher Management.

References:

1.     Mahajan, Baldev and Majumdar, Srilekha. (1995) Educational Administration in Sikkim, New Delhi, NIEPA.

2.     Mukhopadhyay, Marmar and Tyagi, RS (Eds.) (2001) Governance of School Education in India. New Delhi, NIEPA.

3.     Government of Sikkim. (2005-06, 2006-07, 2007-08 & 2008-09). AWP&Bs, Gangtok, Human Resource Development Department

4.     Government of Sikkim. (2003-04 & 2004-05). Annual Report, Sarva Shiksha Abhiyan, Gangtok, Human Resource Development Department, State Project Office, SSA.

5.     Risley, H.H. (1894) Gazetteer of Sikkim, Calcutta,  Bengal Secretariat Press

6.     Mukhopadhaya, Marmar. Total Quality Management, New Delhi, NIEPA.

7.     Government of India. Programme of Action, New Delhi, MHRD

8.     Government of India. National Curriculum Framework 2005, New Delhi, NCERT, MHRD

9.     Tyagi, R.S. Performance Appraisal and Professional Development of Teachers

10.  Long, Dilbert and Riegle, Rodney. (2002) Teacher Education – The Key To Effective School Reform, London, Bergin & Garvey

11.  DISE 2007-08

12.  Internet Websites

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[1] Mukhopadhyay, Marmar, Total Quality Management in Education p. 26

[2] Governance of School Education in India, Editors: Dr. Marmar Mukhopadhyay and Dr. RS Tyagi

[3] Governance of School Education in India, Editors: Dr. Marmar Mukhopadhyay and Dr. RS Tyagi, p. 282

[4] PoA p.77

[5] NCF 2005, p. 13

[6] Long, Dilbert and Riegle, Rodney, Teacher Education – The Key To Effective School Reform, p. 84

[7] Tyagi, R.S., Performance Appraisal and Professional Development of Teachers p. 2