For Official Use Onfy
SEVENTH FIVE YEAR PLAN 1985-90
Reports of the Sub-Groups Appointed to Formulate Proposals for Sub-Sectors of General Education
GroTTeran.a^Q.eaa.’t o f Silclciaara. DEPARTMENT OF EDUCATION fLANNING AND MONITORING DIVISION GANGTOK, SIKKIM INDEX
SI, Contents. Page Nos N o^
1. Introduction . c c . » , . . o x 2. Educational Development - 19ij4-& . " - 9 2.1. General Achievements 2 2.2. Significant achievements in school education during the Sixth Plan P e r i o d ...... 3 - 9
i) Enrolments ~ Targets & Achievements of Elementary Education including B.C. 6^ S . T ...... e, o... o...... 3 - 4
ii) Non-Formal Educa ion...... 5 iii) Adult Education ...... 5 iv) Secondary Education .. „ , . „ . o . » . , » . 6 v) Teachers' Training Institute 6 vi) State Institute of Education ...... 6 vii) Sikkim Lavv College 7 viii) Sikl'im Govt, College ...oe.o...... 7 ix) -ships f. Stipends ...... ' x) Pli'/sical Education, Sports & Y o uth '^'^elfaie ...... 9 x i ) Direction & A-;i]nQinisrratiGn...... 9
.3* L it e r a c y S it u a t io n ...... 1 0 4. Approach to the S.,venx.h Plan ...... 11-14
REPORTS OF THE SUB-GROUPS APPOIN TED TO FORI^iULATE PROPOSALS FOR SUB SEC'l’ORS OF a ) GENSR.a.L EDUCATION; b ) TECHNICAL EDUCATIONS; AND c) SPORTS & YOUTH VJELFARE.
5. Pre-ScViool Education ...... 15 - 18 5 . E lem en tary E d u c atio n ...... 19 - 33 B.l. Priorities adopted ...... 19 6.2. Enrolment targets ...... 20 - 24 6.3. Improvement of Quality of Ele.iientary E d u c a tio n ...... 2 5 6.4. Te'icher Education . • . . o . o . o . c, . , . . 26 6.5. Clearance of backlog of phusical facilities including school buil d in g s .... o ...... 27 - 29 6.6. Non-Formal Education ...... 30-39
NIEPA DC 3 1 ^ ' 7. SGcoridary Education 34 _ 42
7.1. ■,4 ^ 35
7o3o f^ualitative Improvemcn : ^ - 38 7.4. ScioncG TGaching .„ o .c.».»,»,.,, o3 - 39 7.0, yoca-ci'.' nal Edacatic^ n o,o„.o,„o., 39-40 7.6e Expansion „ o « ». , , , « » . , , „ 40 42
8 . P ro d u c tic 1 &. Pu.blicatxc^. of Text Books o o o , . . o. . 43 -44
9. Teachcr Education , 4 5 » ^].9 9.1, Teachers ' Trainnq Ins c ’.tu+ ^ . 9.2, State Insti-ute of Education 9.3c Open Schco] Prorrramme
10., S d. 11 c a t o n a 1 Te o ii no 1 o q x D i s t a n t Lea, ,'ning , „ „ , „ ^ _ TC -- 52 11. S.,E.S,E. 53 1 2 . Univc rs ii.y F Lon c * ^ . o ^ , 54 •• S7
1 3 . Sports, Phv;jicj.'1 oil tio~ Youth v:'e_faLO » . o . c . . o „ c . . „ . , ,
1 J:1 7.- ’ 4-. O - S M . o «
13„2. Physica1 Education 5 0 ^ ■’.3. Promotior of Games S-oo"ts of
Noia-Studcnr y;jurh . • •
1 3 . 4 „ Youth W(jlfare 52 - 6 5
a) Scoatinq & Guiding 6 3
b ) N .C .C . 5 4
c) i:.aucational Tours 55
14. Scholarships 6' Strpenas 6 6 - 6 8
15o xMult Educati :n 69 - 70
16. Technical Education 71
17. Mrnitoring & Evaluation. 72
18. Direction 8c Adm inistration .. „ „ . 7 3 - 7 4 (t)
GENERAL •
•'Education “Education is both '■ pr-.dv. and producer of society and thorij is a close co-relation between trans- foriTiation of socio-economic environment and the structur and means of education ... for centuries educational development had gener'dllv follovv-ed economic growtVi. No w p ro b a b ly fo r the firs^- tirae in tiie h is t o r y of humanity^ development of education a world-wide scale is tendir to precede economic dAivelopment’* „
-Learninq "To bes UNE'SCO Pax'it]
’•Tf educational expanoio i is any inc.iex of econom.ic yiow - it would appear that; the GLate of Sikkim has undergone socio- economic Jevelopiuei\t at an increasingly rapid pace dar: ng the last quarter contary. The general q’^.alj.tr- aiid means of educac, in the ochools of the State, however, >^ave still ni;t attained the oiesirea measuie of sa^.is .action, I'u.. .e ruain Leb jons for t’: ander-cLChievcinent are the phenomenal increase in enrolment and Viumber of sche-., pa "'ticula rafter their 1974,. absei.ee of a uniformi system of registration of births in the state resultin in enrolment of a very large percentage of over-age pupils at ■ stages of education, and the unfortunate gap betv/een the need for an increasingly large number of adequately trained teacher.'-: and th<-ir a vailability^,
If this problem, is not tackled imraediately through a clear identification of priorities, systematic planning, and the introduction of an element of accountability at academic as v/ell as administrative levels^ the damage in terms of sub standard education, resulting ib educational stagnation and wastage now, and in general socio-economic decay in the near future, may become irreparable. Even chough the nature of the problem is significantly serious, its size is still \ small; thanks to the manageable demLographic structure of the state. The main thrust of Plan proposals, in the remaining years of the Seventh Pian, is, therefore, aimed at consolidation and improvement of the existing educational resourGes of the State. and timely prediction and control of further expansion based on progr^^ssive monitoring of the enrolment data
Late Shri I’adhusudan Singh, Ex-Director of Education^ Sikkim, (2)
EDUCATIONAL DEVHLOPMEMT IN SIKKI'' 0'_VIFG 1954-84.
The year 1954, when the rirec co:. ' ■ of Education was set
up/ provides a convenient b?se to craie tl;o planned educational
development in the State,, E/.jring the J.9-X-84 period phenomenal expansion has taken place in school education. In institutional
terms expansion is almost nine-fold, as the number of ediJcation-
al institutions rose from. 88 in 1954 to 761 in 1984 including
165 pre-school education cen^.res. The pace of enrolment tisroagh
the previous three decades is highxighted by the i.ncrease ^'roni
2 500 pupils in 1954 to 83 337 pupils in 1984 inc?-u.iin^^ 5000 pre-schocl children. Tn 1954^ x Vi f^n the ?a.Hn et'fort. was started,
Sikkim began at a . low leve.x, of achieverie‘-_ v/itn 7i> xov/er primrar/
s c h o o ls , 14 up|,.ar p rim ary s c u o d I s , midd.le r ..;'.ioc'ls and 2 IxigL
schools accounting for toual errolm.ent ''f z50G Dtai'ij-S.
After about two decades, in the year 1975^ when ^Jkkim
joined th^ Nat.ic.-al miain^’.treart'' tlie number of schools ro,.e to
266 representing an increase of 302*2 per cent and the enrolmen-|j
stepped up to 2 0,959 pupils, registering an increase of 8 38,4
p e r c e n t .
In 1980, the first year of the Sixth Five Year Pl#fi, the
number of institutions rose to 501 and the enrolm.ent of pwpils
in schools escalated to 55,606, The 5||fL educational iiastituti#fl0
comprised 32 0 primary schools, 44 middle schools, 2 9 secofidary
schools, 7 senior secondary schools and 100 pare-school nducatigH
c e n t r e s .
In 1984-85 the terminal year of the Sixth Plan tha
number of educational], institutions stepped up from 470 in
1979-80 to 761, during this period the enrolment in school
stage increased from 47882 to 78 3 37 the number of teachers
escalated from 2 334 to 4265, (3)
Significant achievemerits ■ , _ ‘-.or cf school education
during the Sixth Plan periods 19 0 f ; ^ ^/blighted as here-in-
u nd er . 1 During the 1980-85 period 80 pre-school centres and 174
lower primary schools were established* As against 2 5 pre-school
centres the proposed forty fo.;,r pre-sci.ool centres which had
developed into lower prirrary schools due to lack of piJimary level
educaticnal facilities in the neichbourhood, werv. iii^giaded
(converted) to lower primary schools, 100 lower rr imar^^ dc/.-Ools
wer.-; upgraded to upper primary schools v/ith the ad'HtJon of c.ass>
es iV ana V. Against ^-.he proposed 60 primary scliools 6 3
were upgraded to j ui:dor h'i.gh schools. As aga-'.n.-^t the Junior
high schools 16 weL.-? ppg.;.- Jed to high schoo..: , 4 high schools
-c:' upgraded to higher d/.ry ^ ..xo ^s, against
f ^ l s target only 3 v/ere upgraded,, as in 198‘±-85 no high school
was upgraded to higher secondary school.
During the 1980-85 p.lan period 80 pre-school teachers
(School mothers), 1065 primary teachers, 427 graduate teachers,
39 post-graduate teachers and 331 langi;,age teachers were recruit
ed. As against the total strength of 2 334 teachers in 1979-80
the number of teachers increased to 42 74 registering an increase
cf 140.87 per cent*
Enrolment Targets and Achievements,
Elementary Educations
To promote the national programme of universalisation of elementary education, a camulative enrolment target of 78^000 and an additi nal enrolment target of 32,000 were fixed to be achieved during 1980-85.
Against these targets at the elementary stage cululative enrolment achievement is 76,435, that is, 97.99% and additional enrolment achievem^ent is 30,400, that is, 95.00 per cent. (4)
StagGwise enrolment tarc/^L* * a' I.evements are pi'esent~ ed in tlie f o llo w in g t a b l e s .
Stage ______Cumulative „ ______Additional Target Achievement Percentage Target Acbieveinent per- ALL CHILDREN cent-^ a g e .
Primary 64,000 6 2 ,9 5 0 9 8 . 36 24, 4 0 0 2 3.300 9 5 .4 9
Middle 14,000 13,485 32 7, 600 7,100 93.^42
E lem.enta- ry IQt 000 76. 4 35 9 S9 32, OOC ?C ,4 0 j 95. UO
Enrolment Tard^ets and Achi'■-^reraents in Respect of SC and children ac the Elementary Stc qe s d'J rinq the Ll are giv e n in follov^inq tabl 1- ,-9
Curaulati\/e A d d it io n a l t ,age Target A c h ie v e Pe:.;cen‘^ Targ et Achieve- Percen'-- ment tage ment tage
Scheduled Caste
Primary 42 00 3800 9 0 *4 8 1 8 4 0 14 40 7 8 .2 6
M iddle 600 550 9 1 * 6 7 375 325 86.67
Elem en tary 4 8 0 0 4 350 90*63 2215 1765 79.68
Scheduled Tribes
Primary 15,500 14,500 9 3 .5 5 6 730 5 7 3 0 8 5 .1 4
Middle 3, 300 3 ,2 5 0 98e4S 1730 1 6 8 0 9 7 .1 1
Elem enta ry 18,800 17,750 9 4 .4 1 8460 7410 87.59 (5) Edn Oev. 1980-89
NON~FORl4/\L, EDUCATION.
In the 600 proposed and ait:(. est?>*'j..\slied non-formal educa tion centres meant for drop-outs ''.nd nor-- choolers, afainst the u target of 15000 learners only 9,1^10, lacLt i s , 62.06% could be e n r o l l e d . To raanage and s u p e r v ise th e programmes o f A d u lt and non-formal education one Depi r.y Direct;>r (NFE) and 2 0 supervisors meant for both these programmes v;ere appointed during ] 980-85.
ADULT EDUCATION.
In 1979-8U the base year of t:.ie Sixth Plan 1c,.400 adults in the age-group 15-35 were enro'..."'.ed in 52'+ A d '.lt L d ; 'dtion Cen tres being run und^r the C'n.tral Sector. In 1980 the adu'jt pop* l a t i o a in the - je"-gT'cup 15-31: :i.n 19^1- 85/ the ^-.erminal y e a r of the S ix t h Plan was estim a ie d o f the ‘.''rder c f i , 36/6J:'4^. out of these 34.05 per cent, that is, 46^541 bei..g xitcrate. the remain-
i g 9Q>143 adults were accounted to be illiterate. Agaiast the population of 90,143 illitera-ce adults a cumulative enrolment target of 96,400 adult? and additional enrolment target of
80,000 adults were fixed to be achieved during the Sixth P3ian w ihh the help of 652 cum'.Tlctive and 128 additional Adult Sducac. tion Centre proposed to be run/established. Against the additi onal enrolment target of 80.000 adult learners, actual cumulative achievement in enrolment upto July 1984 has been 60,700 that is, recording a percentage achievement of 75.88. Against the 128 additional adult education Centres to be established only 68^ that is, 5 3,13 per cent could be opened. This is the record of the targets and acliiovements of the Adult Education Programme in the Central Sector,
As regards the targets and achievement of the State Adult
Education Programme (SAEP) being run in the State sector the position as obtains in July 1984 is as follows. A.gainst the
200 State Adult Education (Women) Centres only 95 coul'^ be established in which to date 2245 adult (women) learners are estimated to be enrolled. (6)
Secondary EducatiorL
During the 1980- 85 plan pe 'jod cui^uiative and additional
Gnrolment targets proposed to be ^""uie^re at the secondary and
senior secondary levels, actual adhievement attained and their
percentages are tabled below s-
CuiTiuJ a-cive A d d it io n a l S tag e Target Achieve Per .:.n- Target Ach ieve- Pe rcc -n- ment tage ipent -^age
Secondary 4l5C 31/0 7 6 .3 9 2750 176:^ 64 , 0
Sr, Sec. 2600 930 3 5 .3 7 2^00 2 4 .1 0
Total 575 0 4100 6 0 .7 4 ^950 229 J 4 6 .2 6
;r'W enrf^Tiiient achn.eversnts a t t^ <-'0 r;nr.inf>rA’- -ind s e n io r
SGcondairy levels against the targets fixed were mainiy due to
h iavy drop-out et the middle and secondary stages., and r jsastr-
ous results at the public examinations of classes VIII and X.
During the Sixth the existing Teacher-Training
Institute v/?g consolidated with additional, facilities o^ ade
quate accommodation, hostels- equipment^, library, etc. Due to
budgetary constraint and independent building complex of its
own consisting of the institute building^ hostels^ staf ': quarters
and work-shops/ laboratory, etc. could not be provided. Its
significant achievements include training of 2 1 0 inservice and
2 0 0 pro-service primary teachers.
^-is envisaged the existing State Institute of Educati m
could not be modell ed ii.to either SCERT or SIERT. It could
also not be expanded v/ith population Education Cell, Vocational
Education Cell, Counselling and Guidance Bureau and Examination
Reform and Evaluation Unit. As proposed the School for Language
Teachers for providirg intensive coaching in local languages and
training in methodology could also be established. (7)
In the sector of higher .atir,, ^3 envisaged the Sikkim hiivj College cculd not be con.HOl'nLed v/itn infrastructural facilities of buildings, library^ tc^ 1/ r.^olment in the Law
College stepped up from 64 in 1980—81 to 164 in 198 3-84,
AdfPiissions fox 1984-85 have so far not started because of holding of examinations late by the University,
The Si'J-;kim Governiiient College has moved in its nevz college
C'Cmplex: built up at the cost of ?.s, JO.OO lakhs. The r.cience block
is b e i n g raised ac tht, e stim a ted c o s t of Rs, 3 5 ,0 0 ''.ak'is bu t the
bli'.o p r i n t s of commerce block.-’, h.'^stels fo ' bo'_^ ^ ana yii-'ls, so ait
quarters, auditori'i.m are s'" ill in pieparat.Lon. Proposed honour^"
courses in Enga...sh - Eco*^OiPics Educat\oii, NeDa Chenuistry,
Pliysics, Biology, Zoology arid Mathematics are^ i.;ropo-ed to be
iitroduced in 1934-85, The rat-i of maintenance stipend avjarded
i liQQ of hostel facilities has been enhanced from Rs.lO''V- per
m'nth to Rs„150/- per month in 1984-85,
Since 1977 when the college saw the light of the day (jprior to
Sjptember 1977 it was an evening college) the enrolment has
streadily ricen froiu ______in 1979-80 to ^ ___
in 1984-85, As against the strength of 173 students in 198 3-84,
enrolment in 1984-85 has escalated to X^.ZM with an additi -
onal admission of 2 65 students in the first year, |jepresenting
a percentage increase of ____ , (3)
Scholarships and Stipends,
There being no institr-^ ,o..i cor ,: .;,jr'5r professional educa tion ex'-ensive provision of jlairshins a ad stipends becomes obligatory on the part of the State Gc e.\ ;tcnt. In the context cf Sikkim's educational l.acl^^/ardness and lack of facilities for higher professional education in the State the Central Government aenerously provides rcser^/ed sea\:s for various professional courses/disciplines in various universities and colleges in the country* In dig3iBS$ s 11^) scholarships were av;a-cded for \'arious p r o f e s s io n a l courses ~t the t o t a l c o s t of Rs«,4.S5 j.akh.s^ In
1934- &5 the to t a l nL-.mbsr o f scho^ <''rships 0 •'id s-' :’.pt nc ... nas s'.arp;..y increased to ______at the tot'il estimated cost of
^''-khs r e g iste rj’ jg a nc-lerical : -...rease o f ______and percentage increase ______, The profc,ssio'“a i and a ca d e mic courses and school studies for which scnoiarship;D and stipends a being provided in 1984-'85 include MBBS, BDS, Homeo'-athic
B ,,E ,, B.S c (AG);, M .a . (Geography) B^V^SC, Diploma in Licentiate in
Enginee ring^, Bachelor cf Physical Education^ B„Sc(Hons) B*Ed./
BA(Hons) B.Edo, M«A., M.Sc., MBA, Hotel Management, Higher i^b‘;.-can Stu,d.'es at Sarnathj, Maintenance stipends to students of
Sikkim Govt. College, et:c„ and scholarships and stipends are also av/arded for school studies in Sainik School (Goalpara)
Manairsthali School (Rai), T.N, Academy, St, Xavier's School,
Pakyong> etc., merit scholarships for school studies are also av/arded for post class V, post-class VIII, post-^class X studies. (9)
PHYSICAL^ EDUCATION. SPORTS ^ J:. I
Administrative struc^ ive of this si-.v. tor of Education was
strengthened with the induction of on..': additional Assistant
Director for women's wing, upgradation of the grade of the post of State Coach (Football) to the level of Qeputy Director and
induction of additional coaches for ba^dininton, volleyball^
athletics, judo, etc. Expant.ion in the g:.mes and sports acti- v i t i c s in the V7omen‘ s W ing has b e e n v o r j im pressi.-e, An ._n<3.oor gymxnasium nas come up with the help matching grant r'ror. clie
Centre. The Senior Division NCC fo;.: boys an.d cirls boing
raised. The schen.e of field excursi.ons .-ind ed'.icatljnal t :urs w i t h i n and outsido- the ^'JraLe was c.ai'f ic?.^'-1 / e..]?anded w irh
rroroacod oublays^ But er./ijc.ged . : ?ct f'' ’•""'cal ed'i'?''
tion instructors and district a_evel sports officers could not be createc. due to fj.nancJal covi-^traints,
Direction and Administration.
The proposed sectcbral reoryanisatlon of the Education
Department was attempted in a .limited manner with the creation of 9 posts of Joint E'irectors, The streamlining of the roles of top level officials and functions of various units/section/ cells of the Department has been done but convincing impact of these changes is yet to be realised in tems of internal efficiency of the Department and its quality improvement. (ii5) ?re School Educatio.i
Early chillhoud educat \ ^^ucial signj ficjaioe £or
physical, mental^social^em^tx'jixa7 (I'veic jiit at the rn. st fonna-
t iv e sta ._,-0 of the childhoud t’ urivuroaJly adraitted* Studies have
proved conclusively that ^"ourid,ati:i'. f o / later development of
human personality is laid in the early childhood and impoverish
ment suffered at this tender ptage dam.£ic>es severely cho subsequent
develupemtnt of -che child. The concept learning and develop
ment throug]^ P^ay and j_,-yfal c.cti';’‘itios -would theref
GulateJ, across 4-6- age gr^upSj thr^ough an all l ouud "g.''!:-me
’.fhich wouj.d be comprehensiive in scop:; , integra'^^ed 1a vu-'ur^c
reiafoioed over i o n g x 5 i v 0 Y£uvof. e d a c a t i j/■■■■ ulo v
equipment, learn:.ne. materials and bo J'ls £0 c chlldroi.j- • -ding
e t c . would be ap--roprxa'l ~d f o r t h i s .^>:rposp, -h^ odu-.' „t1 com- p:'nont su"^h a pad-age ...f a >r vices v'j.o ao
The sta -o had r^alis^d the vital importonce ./c tn:^ early J ch.wldhoori ciuca-‘-j.i'n:^cgr£^'ime ly- *che ear>yfl-.".fili.tic;ixfil tV'a^iore i/vhen the PJ.an effort \ic3 launched in the liiS^in 1953~f'4 f:r jche
first time, a comprehensive pre-scho.l aituca'/lon prgr
Programme by the Social Selfar^^ Department, In 1931-8?. tlio bbove programmes were expcaiiied to cover a3,li the four dis ; r.s duplicating the programme Ef....or'c b^t covering the sam oj..i t-.le under both the banners* At present in 165 pre-schools oe aa-cs under the E d u c a tio n Department and ab.;ut 300 ICDS cent/ro ? .a:iir the Scoial V/elfare Department 4950 and 3561 children in ti ; 4-6 age groups wre^i^rolled respectively. (16) Bespite douible prongjd str c vry.jut of the totii child population of 18,111 in the only 8511 (46.99%) children could be covereC^vit-rrinf ,/naoklog of 9,600 children.
The present pre-school educatif..' •-■.nttes run by the
Education Departiaent and other pre-schoolecliilldcaro progromme being implemented by other departments and agencies are limited to the informal literacy component, distribution ji food suppl®- ment and routine health ccA^er, these contribute very little to the personality dgvelopment ^f the child, specially itr inteir ctual social and emotional growth.
E-uning the Seventh P3 an porlod the a'ltiie nop>..uption of 12j980 children in the 4-6 gr.>up v/il 1 be covered by tho earlv childhood care e^-1 ed’i.cation p.'Ci^ramm s expand j, a^'id£Ln‘censifiud jjintly by the Education a:i- other depar+n'ents anr]J^.;.^'f--io-eSr, j At present out of 596 lo'A^er primary/upper priraa y sections oiiu v 165 have ^^re-^ "^imary eduCc.ition centres attached t ) t? m, DKKing the Seventh Plan abuut 300 primary eeetiuns will be esta blished, Thus with the^isting backlog ^f 431 ^re-primary education centres, during the Seventh Plan in all 731 _ijru-primary centres v/ili. be requirod f ,.r universal coverage of the child postulation in the 4-6 age group.
The approach in the Seventh Plan is characterised by a concern for the all roundjfleveljpment of children, Sj^ecially^h.se who contribute th(^ ..rce of first generation learners and of rural environ, and those from und..r , riv-.leged sectinns and ^^overty groups who may suffe^?^ serious consequences in the future because
^-f negligencc^f early childhood education. (n)
The ro le of siMih a pi at'."^ '’ogrojnme is v i t a l l y significant because it wjuld :'.d.ditii-na'. ; *, contribute in 'broad
anfd str...nghthanj ng the nati--nal •jrogre.mme of u n iv e rsal- isation of elementayy education and d.^e c urse solve the chronic i_.roblem of wastage and stggnstinn^
The ijrograrmne i s e n v is a g e d to serve the e a r ly ch ild h o o d educational needs chilli en by universal i^overage* But initially str^^ss wjuld be on the child - en jf the population grou^_.s >nich are economically j socialHy and e^lucat.i onally backward, Tl.ie :..ar^5 et fjsy^he Saven'Lh Plan w^uld be to ^.rovide -t least one e.vrly chi.i’dT-^ ho-^d oare centre i n evc^ry h a b i u a t i ./a j.n civ: pOj-ulaticr ;.;lab of
150-200 and to attacn a pie'-iichool education centre to^'^or}^ lov'ar
^ribma.ry and u;^per priirary school as j.ts aJ'vu.ct.
r^^'^^.^urce an.i In p u t s .^f pr^'^’!::^inm'^'^ ■■^■ ■fecati ■■p. hedlth.piuxrition^ social welfare and inoeg-rated rural develOj^ment which are presently devoted to child, family and corumun ty wel** f a r e v/ould be c o o rd in a te d f ..r t h i s ccmmory^.urpose an.ygoal, v/ith fleEiibility and feedor-‘..-built in by allov/ing va± ious agencies to undertake programmes v/ithin a common frame work. The Educai.ion
Department ma^jhave to pJ.ay the pivotal coordinating role for achieving the semmon objectivci. The SBrvic^s of Mclusively wurnun A w ..uld b ia s e d f o r t h i s ^:rogran'mie w it h a vi-ew to encourage womcin education cind S^?S'*"5ob ojjportunitidis for them*
N e c e ssary pre-s-develoj^ment in t e g r a t e d .programme of se condary stu.ge education and professional training of the j.jroSj_^e“ ctive ].'re~school education woLian teachers to be inducted in the field , v/ould be arranged on comprehensive basis through newly created teachc^r tainlng j.nstitiution eSj->ecially taii^pred and designed for the pur^jose. (1;0)
The apj-'i’oach at this st.jge . 'Hiioa'fion v.’ould be entirely nun-formal an.x straps laa d on .. ^n^v. . 11 jn .f sensa j_.;Ercej.jtion am_.ng chij.dren tnr ugh inn„>vat^ v r.:isv^ ol loca^.ly available res our ces in the community and the environier,.^^ Community s.._^port v/ould be enlisted to tackike the ibnsurmuuntable problem of ^..roviding about 1000 lax'ge--si 7,6 multi,_.urposs class rooms,
ThG State Institute oi Educatinc.1 Research anv^Trcd.iing in colloboration with the Natl .nal Council .j± Educauicaial Re sea.- rch and Training and UMESCO would help in dvelopjr tliw- l«..ai-.-:'.:L..-/.' materials and aids botn for f^ache’-‘S, children ar f-w ,jr^) . u.^ ie im^ lementa'Lion*.,
Prv^-ochojhl educauion tlrius w ould he ^ r ’^'# f ect.:./e used as a to^llxo in^luce in children a hv--lthy e.tt: ’.\,de to ei.ter t.':e r.... educati:^r.al system at the r ig h t entry agOc c . . tinu^ scnoo-L goiiig iiaoj.t j.a.j. ei' rind .Tteex’ cxe .U’ f . .le uu j.-4' -e oz oi.
-eopi^.dng and stagn'.^ti-ne Government of Si}. Depa.rtment of ’"’-O,
E.L5MENTARY JDUGiTION
Sikkim shall continue to assign the over-riding priority to the national programme of universalisation of elmentary education for children in the age-group of because it retains its important place^in the in.ir.ium Needs Programme of the Seventh Plan«n^he tjtrategjic approach, to th.e eleTientary education is spelt out xn t\a following terms,
(1) Renaoval of backlog in the physical facilities of fo rm al eleirien-cary sch:jol system ,
( 2 ) Provision of lower prrrnary/upper primary and middJe schools/sections in hatitations in the population s la b s 100-:i'^9/ 2(00 -299 and 300-49. respect:'\ely»
(3> ^'js’jrorage of non—enrollGv^ and out . ^ ' en under the Non-formal Education Programmes^
(4)' Sprerbd of elucaticn among -car^jet group lik.^^ g i r i s ^ children belonging to i^C/-ST, other weaker sections and children in remote m ral pockets havina low literaofey rate,
( 5) Reforrri in cnirriculum so as to link it to the local needs a-nd situations,
(6) Quality improveiient of elementary education,
( 7 ) Expansion and development of teacher training facili^ ties for the schemes of pre-service and in-service teacher training# upgradation of the qua-lity a-nd professional qualification and canpetence of in- service teachers,
(8) Strengthening of adnninistrati\’e and supervisory and monitoring mechanisums for administrative convenience elarnentary education has been divided in two stag^sh^primary and middle but on structural and operational considerations the priimary stage has bee^s further split in lower primary ( I#II & III ) upper primary (IV- v) sedtionso - 20 « Enrolmen-b T a r g e t s
goal A s the ^=-^“^0 of universa''. L^ation of elanentary education can not be deferred beyong 1990, Slkkli^ wI-ll . isure its reali sation in letter and spirit®While the Sta^c as a whole has reached percent enrolment at the primary stage# the district- wise comparisions reveal v^ide dispari-ties • The Gangtok district which accounts for 43*86 percent the Stc^te^has achieved the highest percentage of enioliTient at the primary stage and the Gyalshing district has attaAded the lowest percenta-ge of enrolment. In the order of enrolment:, percentage ai^hieved at the prinnary stage the Nanfiachi distxict and rhe Mangan district with their enrolment percentage of an^ occupy sthc? second and the third places. The distr‘^ct-wise aispt-ri-uiG.3 of Gnrolment achieverp.ent at the micdle stage (VT-VXIl) are pointed out as follows. The Gar gtok district with the highest percentage of bags tlie i.irst position/the ITamchi di-'^'xict ^jith its enrolment percentage of cccupies tnc saeond place/the Mangan distro-ct rogistc.rin^ the percei. ta-ge of w o'ciret, uhe chirdi place and the Gyalshing district has to contend //ith the last posit- )n with its Gnrc-Lnent percenLa-ge of « The enro ment percentages of girl pupils at both the primary (42.48%) and middle ( 39^64%) Ltages are much lov/er than that of the boys*
The target-, group wise ccmparisions:; of enrolment percentages attained at. the elanentary stage in 1984—85 high-light: very interesting factsi, At the primary stage enrolment, percentage for*all children* is 141«28« The scheduled caste children with their hgihest enrolment percentage of 176*50 are ahea-d of their ST bretherer. whose enrolment p ercenta-ge of 134*72; is the lowest* But with their enrolment achievement of 50*92 percent the ST children at the middle stage l.ea-ve far behind their SC bretheren whose enrolment atta-in’^eiit ethis S'cage is only 43^10 percent* But as against the enrotoont percentage of 52o59 for*^ll children* the enrolmen-c attainment pera^i;of both chose target groups (SC&ST) are at lower levels*
On the basis of enrolment percentages at the primary stage, the SC g i r l a r e its the furcfront. with their percentage of 149*67 the *all children and the ST girls with their enrolment percentages of 120^.82 and 115.00 occupy the second and the third places* 2t -
A t the iniddio stage the enrolment j_. er _'‘*, , t - now th a t a s a g a i n s t the all ch -Idren percentages c f 4"i , 9'^,, the Si' ',41.^75 percent ) and the SC (33o96 percent) girla. stu:.o,'cr- .?o re the second and third p-ositions respectiveIv;:*
The findings lead us co conclude that SC children drop-out in la-rger number at the mi idle s.,age then their counter parts all children and ST chiMrer the enroMent peicertage (33.86%) of SC gi-rls pupils e-'t the middle r"^agc is -che lowest, where a.s at the prinary stage it (l49c67/o) is the highest* It iT.f?ai'.i tl'iat the drop-out rate of T-C girl pupils is tne highest at the .niddlo stage^ The above valua-ble findings will help -che edacatic'^^3.! planners to lay dov/n districtwise and target grcupwi.^e ip^-^cific target proposed to be a-ctainec’. 'oi- universa J.isa _ion of e.''jmentar\’' education during th- Sev:-nth Plan®
r.i ^ ha ’,-ic of t-.he Ceriqup t >i. • tJiria-c . ■ ’.d population ir-. the age group 6«14 :n 1984-85 will be of t’ne order o.f 69. '^0 9 in 1984«85 the r.otal enrolment of children of the 6— 14 age-group 5.n el€menta-.ry classci’ both under formal and non-fonnal systems is of the order of 57, 500^This leaves a yawning backlog gap of 12.209 out of scr.ool children in the base year 1984«85*The child p~opulation in the age-*group 6-14 years iff estimated to be 79254 in 1989- 90o>^ssuming that about 21,548 of the enrolment j.a enlasses 1~G sti±l belong to the age-group other than 6 -.14^ elementary education facilities under the formal and non-formal systems will have to be created for 26,557 children by 1990* Additionally, therefore / cnildren will have to be enro].led during the Seventh Plan.
The oi'er-riding priority to be accorded by the State to universal elementary education for c’ ildren in the cige-group 6—14, calls fo;r the additional enrolment children during, t h e S e v e n th Plan^ To a c h ie v e this, o b je c t iv e #.4ifcrBtive fo cus on the laid down t-arget: both fu11^^ uime and part-time systems and formal a^-nd non-fo:Tnal methods, will have to be adopted. - 22 -
Out of children to b.j c. idonally e n r o l l e d at the middle sta-ge during the Seven Ji Plan may be enrolled in the formal system in the primcry stage ^nd in the miiddle stage and remaining c.hildrcn > r enrolled in the non- formal systems.
-With a view to enrol4 additional children in the age-group 6-11 at the primary stage sb that ti'*e goal of 100 percont uuiversaligation of primary educa-tion is reached by 1990, pro vision of new educational facilities'which would be economically viable and educationally relevant: will be ensured*In concrdto terms 200 lower primary schoolsfycomprising classes i / l i & iii and 150 upper primary schools consisting of classes Qt-V will be established in the habitations with population l.^ss ^hc?n 2CC 300 respectively*The multiple point^ntry ®chane will be introduced to ensure partial coverage of non-enrolled drt3p-ciat ;hildcer under the formal syst^»
An enrolment, target of additional children in thie a^e-*group 11- 14 to be ebroiled at the middle stage by 1990 has been laid do-v^n to r e a l i s e the Qfoal of attaining the enrolment: percentage of 60 to 80*This means that the State will h a v e to step up backi^rd distri^ct of Gyalshing /.the rate of enrolment, at the middle stage will have to be step-up three f old. In the case of the Mangan and Namch»i' districtSB step-up will have to be doublecUThis how ever needs to be accepted as a desir able objective eind challenge during the Seventh Pla-n*
In order to ensure that the altimate of objective of achieving the enrolment target la-id down for this 5 s tag e of education# is realised by 1990 middle sections will be established in habitations with population less than 500 adhering strictly to the national norms. How ever relaxations \7i l l be allowed' while considering provision of middle level educational facilities in habitation 35 pre-dominantly populated by Scheduled Castes and ScheduiLed Tribes* V?ith a view to promote education ,of g i r l ® in th e ago-group 11- 14, r e q u i s i t e niiinber of m id d le sections/school£E v/ill be es-J;a.blishQd extensively for thou. - 235«
Tc.k.inc the proDOsald fc.r j_ ^•’rv' ."/ ~ 'd middle stages'- / •toge'chorr the addition- '- cv.roar ant : • l‘J-■"-. _ elemeritary o d u c a t io n 1965-9C is- rcteO a-j h.-^riji:- *and
"'AklET or EL£ ^GUi.ATir;f.
A ge— G]'uu|j/ Classes ^ria. J.U- • Ghilc’ Enrolment Parcen— PopL'J.aticn P'jpL-lEti(3n tags
6-11/I-U Beys 21 4tG 34SG2 •^63.33 243^Ti 3:!CjDU 131.4t Girls 2Z600 2^.229 •iQ9„nO 2693'j- 260Gj 96.5^! Total 45 'i 0 6 eQG2t‘ ':34.Lj‘i 512G2 5000^ 1"3«tU
Boys '2.J5 i 53^0^ 1 j6ir 21500 1 '^MG Girls 11752 4:,:r 13362 r'^soc ^.3U,97 T o t a l 2450G •134'.:/ 54o5G 27^72 3r’G0:J ;3S.,42
M 4 /
Boys 542ip9 4:^00 ' 125o72 3G951 Oo5GO 13-;, 32 ri»*. Girls L:'5 440 5tt6Q -iC'293 43 -.0^ 107,9G TntaT 697G? 7/244 •GG.Gl •70 - /• ci'^onn -’2 ^ , 3 9
TAHGE_TS of E.Xl>ANSIQN_OF TJM J.^_ . 1 9 3 5^90_
7.n bo tr.G foiraal an.„ Dcr-- fc.crra„ s'/suems th e sm phasis wou'^c ■" 3-^::d';i'ii.-iL5 and e f f e c t i v e deliver^f seirvi.cos to children-. To ■n-isv.ie ^ViC c-ncovirago retention of students appropriate i'^^oWzirrrj ^'rcgra-imes 3-ilce free rnidj-day meals^ supply of free te::tboo3cs and statione'Cf^, and subsidised supply of uni-fcrm/ a t'-.-"':T r ~''rsl'-i;:-,. ':o gi,.-l s t u d e n t s a n d compen s a t io n to th e .-.'■-a:-'.:j o:'? ..sc"'. d...7 c.-d c a s t e gir?.s tovjards oppor— tun:^: co st in\‘0 -.vjJ, v l l . -..a: , ""'he .State w i l l ma\e e f f o r t s to J.ntroduc 2 ~? .''-.a,- ^ ,h ^ of e lim in a t e -^/atage and reduce c r •' ••■-■'■' - i-i ' ’ ' / '.-.'ucr One o f the m ajo rs to be intrc Z'JC.'A in ::his '-'a on v;:-11 l-e adoption of no d e t e n t i on po3 i r ; ■».- ; 's> /' ; ■; i,..
The targoL c.:.:c •' a :c • c-:f•> veJy covered with elementary la option ar: g' :1 •' ~nIdrcn belonging to the 3che.duled cast'iwV and ^'c^o.ItIocI t: !• la n d le s s la e c u r s a nd :: h i 1 d r en sp e c i ~ 11^ t' r^. l ; : ,j: j ^ g o („iu -,-ii o n a 1 ] y b a ck \/a r d c anmu- lities -like Li-.> '^.oo of t*'o C di-rtcict and other weaker-s. ?ccti ^-nr.^ 24 «
T h e Gclucational ncGcls o f these -taigef - croup- have to bo looked in to on a wider perspective ot U.e cc-t'tt.j.n it ie s / fa m il ie s socio- economic conditions and prrbiGms^ Hen^er -pair!:, fron providing the facilities for education aud c ct• ' :itive incentives spelt out above for thesGe taraet groups., efforts would be made to develop programmes aim ing at their tralfare and uplift with the focus on their human resource developmen^c so that they are suitably and adequately pieparod for taking responsible positions in the society. They will be also provided with remedial coaching pfogrammes to enable thcam to cvercane their educational backwardness and environmental constrairts^ To achieve ':he a«bove objective appropriately designed strategies and relevant: programmes will bo evolved. In orclar to make education 9cou .'mxcalxfr viable and to overcano economic reasons T^hich hamper edi.cational development programmes ->ach as *j^^a,ming -whllv^-Ean'iing’ ^ould b e d e s ig n e d and p va. "^tede - 25 ~ ImprovomGnt of Qualit-v of SlomQn tg-
Measures for iraprovanoiit .'in the c,i--Llity of education
bGComo importantly nocGssary f' l retain -li.ildrGn/promoting the internal efficiency of ■'.he syGtem as A^el - as for achieviiig equalisation of educational opportunities,‘‘The State us proposing to develop primary currioilum with the goal of inparting necessary levels of literacy^numeracy<» conprehension and functional slcaills related to local socio-econ'^ic factors and environmenral needs,, Ic vjculd suit flexible model.■=^.^w.ith p r o v is io n ..>f d iv e r s :ific a t io n and de.*%;'rous b a la n c e bctv^f.sn common basic goal and varying methodology^-;he basic ojec’-ivc. would stress ci.irriculmn s a:: instiuiiient for jnc^-ilta: i, ; h u m a n is tic v a lu e s / cap"^-aily fo r tcle>~?.nce/prc!T’o':.io.n : u- L-i-ona > integration^ scientific a-t.citi^,. e and teitipjr and inc.iv Ldu" capability for lea.rni jO frcn. m e environmeiru."\,The orimory ^-no middle stage ciirr;u.iui.* wo '^.ld c *-l30 in;, .ude the ' dern t.iemes of m a in te n an c e oi eco lo g ies.. r>ala.ice -i^d pcp.^;..at._ j , e a-cation*, I'^ith '■ o lary oriiic L'o-n.a t''. ■ Lo-^foi. and situation~s ,textbooks in aZmost all subjects would be prei "^.red and devcD oped locally by the State I^iscitute of Educational Research and Training -Ln collaboration v;ith tho NCERT, UNICEF and the proposed Text^book Bureau of the State Department of Education .To make teaching of Hindi as a second language effective rextbooks for the elementar^^ classes will be developed locally in collaboration with the NCERT and the Kendriya Hindi Sanstha-i/ Agra, - 26-
TEACHER EDUC-iTION .
In regard to t-Ticher bclucat.. ■',1'^ Planning CoTnmissi::;n
has spelt out its approach as unders-
"More administrative, training and supervisory structures vzill
have to be developed to ensure that teacners are adequately
t r a in e d ; fully nnotivated and feel accountable for the result.
Value orientati "a;?' in educati"n sii^Mrld constitute rjpecial
thrust in the Seventh Plan, teacher in particu^^ar n.ade reopen-
sible for the purpose'".
In Sikkim ab~ut 50.’ per cent prima'-y t-^achers and
7 2 . 37 pe r ce n t r\idd Ic s c'noo 1 'c • a one rs f ■ re u no r- .. oec . Be s ide s ,
ov/ing to acute Ceaxt;! of r.r^uoevd :.rirae'.y an-;^, midiit: soqJ'OIs
tO'-cVi>:.r_ in uoe Stace, every year' about BU ^0 per c( ut untra—
ir, ^d t._acners are induf^ted. What is Jiore, the backlog c'f under-
qu-alifiec' and untrained an-"" under--trained primary teachers is
sizeable and a large number of middle school teachers are not
only a?ntrained and under-trained bu'^ do nor have required school
subjects at the degree level. Thus their effective utility as
teachers is much reduced* Therefore# expansion of both pre-ser
vice and in-service teacher training prograaimes will be emphasis
ed as an essential inpmt for the improvement of quality rf
education. In order to achieve the above objective, the
following teacher training programmes are envisaged to be imp.le-
mented during the Seventh Plan.
(1) Removal of the backlog of entrained and under-trained
primary teachers through short an- long terms training prograrnmes,
(2) Establishment of a Teacher Training Institute providing
three years-'integrated course of secondary and teacher educa
tion for preparing elementary-stage (class VIII) passed candidates as prim.ary -^jTchers. (25)
- 26-
TEACHER EDUCATION ,
In regard to t. acher bducat.. : -'.I - Planning Commissicn
has spelt oat its approach as unders-
"Morc aciministrativo, training anc^. supervisory structures v/ill
have to be developed to ensure that teaoners are adequatel^^
tra in e d ^ fully :Tiotivated and feel accountable for the result.
Value orientati-.'Q^' in education sn^M'ld constitute r;pecial
thrust in the Seventh Plan, teacher in particu^^ar n.ada reopen-
sible for the purpose".
In S ik k im ab~ut 50.2;-' per cen t prinia'^y t^^^achers and
72«37 per cent r':idGlc school 'c aohers are un-cr- ..oac. Besides,
owing to acute dearth of r.r ii*ied ,-riraC'y an-?, mid-iic: sen.jols
te -ch:.rv_, in u'ltj St-iice, ev ery y e a r about 8U c, ^0 p e r c-' ut untra-
ir. ^d t.,acners are indactcd„ VIhat is acre, the backldg of under-
qualified and untrained and under-trained primary tcache.rs is
sizeable and a large number of middle school teachers are not
only U'ntrained and under-trained bu>.: do not: have require-! school
subjects at the degree level. Thus their effective utility as
teachers is much reduced^ Therefore, expansion of both pre-ser
vice and in-service teacher training programmes will be emphasis
ed as an essential inpmt for the improvement of quality rf
education. In order to achieve the above abjective, the
following teacher training programmes are envisaged to be impD.e- nnented during the Seventh Plan,
(1) Removal of the backlog of entrained and under-trained primary teachers through short an'^ long terms training prograrnmes.
(2) Establishment of a Teacher Training Institute proviiing three years--integrated course of secondary and teacher educa- tion for preparing elcmentary-stage (class VIII) passed c a nd id a t e s as p r im.a ry ^che r s . (27)
- 21 ^
(3) Establishment of -3 r trai^x-u lass under the
vocational stream at the +2 stage :n Scho-^1 exclusively
for girl candidates for prepaiing and p’* od'. -ing intermediate
grade primary tcichers suitable for upper primary classes.
(4) With a view to equip an- prepare local candidates for the
job of middle school (gradL.ate) teachers a four-year integrated--
course of graduate level education and teacher education v/ill oe
entroduced in the Sikkim Govt* College.
(3) As majority of graduate teachers meaiit for middle ^ i:d
seco'ndary stages do noi: have even a si ngle s p e c if .^c och'^-cJ. .-u'-^jec L'
in their graduate course, their profecLionai effioiercy ai'd com
petence is of very lower or'^^er, Therefc^-^e, cn a v ievv to enh: ri
ce all s''Ch giaduate teacher^ will be aoo> '’cate xv
support, t.o pass with English Literature, Geography and othei x
necessary schooj. subjects. To e"fectJ.vely impljmen-, the a„>ove
scheme and orovide necessary assistance and guidance a special
cell ^ill be established in the SIERT. In future, it v/ill be
ensured that only suitably qualified and trained graduate teachers
are aopointed.
CLEAR^.NCE OP BACK LOG OF PHYSICAL FACILITIES INCLUDING SCHOOL BUILDINGS.
Since 1975, when Sikkim merged with the National main
stream expansion of school education facia-ities at all stages has been phenomenal but unfortunately without ar»propriate and adequa
te support of physical facilities and school buildings, TheroT-
fore, as a serious consequence a massive backlog of school build
ings and other physical facilities has developed during the course of the previous decade. It is estimated that about 2 000 class rooms for primary schools are required to be constructed at the total estimated cost of Rs. 10,00 crores to wipe out the (28) staff-quarters has also accumula . c ci.iTi'-" -^.vely. Many of the priinary and miidl^schools do not hav j basic furniture, blackboards, chairs, tables, cabins et( ^ It is high time
that serious efforts are made to provide these schools with more physical facilities and school buildings. New experimental
approaches for constructing school buildings for primary and mi Idle schools, with l ;ca]ly available indigenous materials will be ma:le anri the community support in the form of cash--Gontribu-
tions or materials or physical labour (Shramdan) will be corti-
nued to be mobilised. The scheme of construction of lov^-cost primary school buildings under the material-cum-casii subsidy
scheme will be furtaer intensified and improved, C 'nstru jtion of primary school building provisio.. of to . .'ets, expc^nsion
and dv-veiopm^'Pt: ot o'! "'ygrounds, approar.h wii.. li.-'o be
continued under the NREP and RLEGP programmes which are centrally
sp o n so re d .
;'7ith a view to improving the quality of education, to
attract the unreached ch.ldren and co ensure their retention
the elementary education system requires substantial imputs and
strengthening specially in the overallA-airea of construction of
satisfactory school building-^for primary and middle schools and
improving other physical facilities. For clearing the massive backlog of school buildings for priiaary and middle Schools an o u t l a y of Rs.2 p.OO crores will be needed, cost for providing other physical facilities will be extra, Mor ' class rooms will be needed to meet the planned growth in enrolment. Any substan
tial investment in this crutial area will be considered an essential imput for improving the quality of Education and retention of students assuring their upward mobility. U 9 ;
To cricourage ani enlist co.nmu iity -.rticipation in the
Educ.'-itional enclesrvour c o n tro l o f -jr'i'.inarj h o o ls v/ill be trans-
fcrro j undor the manacfcrrient of the Gr.ini jr inchayat»Liberal grant-
in-aid. v/ill be provided for establishment of mi^'^ole schools under
the management of voluntary ac_ncies/orcanisations^
The other major strategy, to r^-duce exce^'siva pi^^ssure of
i n c r e a s i n g s a la r y s c a le s on the E a t ^ a t io n budget,, ro oirmends
recruitment of general and language subject tev.ch-i. 3 fo r lev ^r
and upper primary classes on part time basis on a-r'lh'-vc rr-'Oi^hl;^
s a l a r y .
It needs no'emphasis th~:t, the -’tility O:: b^ie eduoacion
technology is tremendous for elementary eduratiou, T^King jntj-
consiov,ration the avaiJ obie .:NSAT tacilitie_ , ^ducd o techno-
lo zry will be taken recourse to much advantagec The extensive
use of mass media facilities ani distant learning techniques ±
through education technology arc developing as an alternate method of education, Tht^refore^ thcf •^tate proposes to expand
S.T, programmes in a big way and set up a mass comrnunicatio')n
Centre. For expansi''n of E.T. progra -ne and provision of mass media facilities an independent infrastructure will be cr..':^ted and developed. The mass communication centre located in the
Jamia Milia under the auspices of tue UoG.C. has alrea-ly started telecasting educational prograTuaes for the under groduate level students o ^ rlay is not far when direct telecast of elementary educatioLi proorammes to students v/ithout an intermediary will reduce the load of teachers anl class-rooms„ E.T, o;roara--;me3 will also be developed for teacher traininc. N o n - F o m a l -^clucation
The realisation that it wilJ lou be rossib?e t universalisc elanentary education with'jut reaching the unfor;;j:.''at.e force of non-.enrolled and dropout children,.har intens-f lea ohv noec and importance of iiii-aginatively conceived and sulcab.:y designed non-forrnal education progravnrae %Thet 0 prograiTiiTve.. v/'i the state has so far not concrecisod * will be target g.:ou:,. oriented and decentralised both in reg^^rd to their contor .'u:’fje. duration/ place and hov.se of lea^rring aud pattern of .•T'-ii.-.'dVic-.’ , However ,there wou3d bo a basic miriimun package of irr>> identified by bhe State Education rx^parbuent^Th ) ba^ ;-c packa~ge of inpats would have corr . jponJence to r'le i ornia-.: ’-.via of education to a-llow tor linkaoo wi.th the foiral at su itab 1 e s ta ge s.
' While in the formal syLtan there are p. e^crip L ,..\i rog^^ra t.o in s- cru ctio n al f r a m e s /s u b j e c t m a t t e r .t h e U-?e o f c.'.a^iisroar. the age of learners the nature of c^''if ■’’.'-'•ation c.: jCinp.Tet 1 -,^n rf a cycle of instru-ction etc/_,in the non-fonn^l syc-te’:a rsuch c O ''■ . t r a i n t s w o u ld n o t o p e ra tee N on- Form al educu.tion ’'./iM ,. hovri^'e'.', ])o structured but it will hcve flexibility in regard f.o organisation of the curriculum/syllabus inputs and x"3 3-^.ruc'^io;'-, programmes.
A s th e form al and non~form al e d u c atio n progranTrier. c:cmprise the total systgra of education and are cc. pJ oiTienta.::^/ ocmponents/ a single officer of the Education Lapart.aent will be made responsible for designing and managing both forrr.G ot education* Specially at the lower primary level it vrould be ensured that the irrational rigidities and operational di'r^ti'*cbions governing this stage of education are minimizedc I'he edacabional administrator.; singled out for the NFS programme will on''3'i.Le t>.at linkages and liaision betv/een the formal and non-formal ed.: 0 ^ v io ’j. are maintained and appropriately integratedo ±n Sikkiin Non-Formal Er-^uc .*^-^. r Tr'i--'gi'arnrne du-ring the last decade has been a non-star;■ ; ~ .l ' 3.3nee, despite initial inpressivo seccosses becauoc i p;^ educ'^’'". nnal planners and administrators have viewed Jt as 2.nteroLi c£..ieTherefor.e^ i!i; f u t u r e g r e a t care w i l l fc-:. taker to e n s a ie ti t *ie iCon=-fo:Tna~l Education 'jrogrc'ime docu3 not becana a uoor substitute for the formal education progra-.Tfae,
The main objectl'7-e of the Non-formaj, ^ducai-ioL system would be to prepare children eirher to move theTi into the formal sy^ston of education at approp3r:late stager# or to divert, ^■.r'rjrr: to vocational courses which open apportunities f'-r gainful employment or to lead thrm tl3 occcpationaj. opportunitier. or guide t-liera t-^ ‘Earning -while-learnina ' educational v-r orframmcv
The pro>’isior of non-fcrmal cdacaticn ill'.-lea r e q u ir e s considerabJ.e aj:iKunt Ju m a g i n a t i o r snd ?- .-^ovc?tJ.Oii. T h e r e f o r e / di'^.trict e d u c a t io n a l duthor-i t.ies w''■*’ T ^ b e ; -'vrr s n e c if Ic r e s p o n s i b i l i t i e s to d esig n approj,>r*i.ate strate^i-js fo r co\. ring, the spc::!cific target gr':^ups of population for sched’J.led castes.^ schedul-©^ tribcj} girls and those ■unfortunate childr^'n in '^he ago-group 9 to % and 14 to 18 years who dae to econcmic cons traints and compelled to <^ifrher e'^rn their livelihood or support their fajnilies f inanciallvc Tr the NFE programme tnere will b^' a? bull*: in mon■’+-'’ring mechanisum to ensure that the facilitie.-^ provided are carefuj.ly r’ejiselcpond appropriately administered so that they beccme effective-,
The S’tate lnrt:'.'cu^:.0 Education Research? ^^d Training in collaboration w: th NCL'T.. the UNICE:i’f ‘ he State Resource Centre of the National Adult Ego cation Programme and the State Textbook Bureau would draw up f ua,-, ib."'e programmers for development of curriculum sy? labus and .■;eadi-.':^ uiaterialr f or the NFE centres and for the training of teachnnq per,.ornelcThe facilities avai.lable in the existing and p ropoocd Teacher Traxning In«=jtibite proposed to be establisned rn the r ijtr i .t^, von.id be utilised for traini'ng of teaching pcrsonneli,
To make the conte:rcs of non-formal education packages relevant and useful to ti.e learners they would be drawn up care fully keeping in view the need .;o provide an appropriate mix of acadonic subjects^, func^iona;!. skaills and curriculum activities/. ‘ Earning •.while«±earning component’ ,,, - 32 -
As 'bhG ciient-eleC loar.’^rs; of -tho NFE programmo will bG mostly frcm the target gro^i^ja and ot weaker sections it would be appropriate to provide incintivet; such as free books and stationery# attendance schola.cship'^. and opportunity costso With the on their human resources devel^^uient educational programmes aiming at the learners welfare and uplift/ would be coordinated and extended®
On the basis of 1981 C ensu s in 1984—85 the estimated child population in the 6- 14 age-groups will be of the order of 79/709 tin 1984- 85 the total enrotoe'^t in elementary classes both under formal and non—formal systo'u isB 83/554 •'^'•^lis J-ec-ve^’ a backlog of in 1 9 84 - 8 5 . Ey 198 )-90 the c h i l d ;.opuJ.a-. ;, i.c ^ in the age-groups 6-14 is estiinated to be of the order of Excluding % of the enrolment in the elementary classes o-f chmldren belonging to n -cher ag^;- groups^ there /7il3. bo chdldren in the age groups-6—14 foi' whcr educa-LiCi',^ 1 far-j.lj.- will be created durin-g the *er.th Plan* ^iddit. onai ly, v.ht retoreA chij-dron are bo he enrolled in the -f ^ and i-.f omal system of education. 0-ut of additional ciiildrcn "O be enrol ■’ed by 1989- 90 children will in the rormal system and in the non-formal sys-cem.
By 1^90 a-n achievement target of 100 coverage o5f drop out and non-enrolled childrenin the age-group 9-11 and 60 to 80 percent: coverage of dropouts and non-scholars in the age- group 11—14 would be attempted .Non-formal education facilities would also be created for dropouts in the age-group 14-18 who are already engaged in gainful employment.
As grown up girl learners shy away frcm the co>- educational NFE centres/ to attract th ^ to NPE programme/exclusive girl^ c e n tre s will be established even for a group of 5-10 girl- leamers* So far as possible women teachers will be provided for these exclusive-for- girls centres* An Non-formal Educar.ion scheijie of adoption of 2-to 5 learners by senior students belonging to weaker sections and teachers is ^Iso planned to be implemented for the mutual benefit of both the tutor and the taught.This income generating scheme will gainfully benefit such students.A force of 30 supervisors created in 1984-85 will be furhher strengthened for the sole purpose of close supervision and monitoring#These supervisors will be strategically^ posted to get feed back on the effective implementation of the NFE programme for facilit^Mng an assesment of improvan.ent in the internal efficie^icy of the system * Secondary Educatior (34)
Secondary ond Senior Se. rr'ucation are important terminal stages in the syston '".t o ^ucatioji. It is at these points that options ar., c.cJrcised by ‘Students to terminate the educational career or to enga^-e in :i eracy and scientific persuits*
Thereforei, attaching due importance to these stages, the e d u c a t io n a lly back\-ard st.'^te ^ f Sik k im will^! endeavour to conso lidate adequately the listin g secondary level facilities axxd appropfi-riately expand these fasa.-lii.ies^o the still urj-^;3 arv '3d areas to meet tne growjn^_; de:.:and and to serve the ta r g e t Ij scheduled '^.astes, schedul.-I tribe.". ^ girls axia o .;he>= -.voa.V.c:'- se c tions and educati...nviiy baci ;>r.rd segments c .■? SLCiety ,
In Vue yec"' 193^, .’37 SGConda..’> ana .
In 1984-85 in the miadle and secondary stages including senior secondary stage the^e are 134.?4 and 4093 pupils respecti vely. Ey 1990 the current enrolment of 4093 (1984) is expected to rise to about 8000 according to the m_st conversaxive projec tions, An ambitiouB policy for expansion of secondary level educational facilitj.es can safely ^..ut this figure at 10,000 pro- vi-^ed the quality inprovement of middle sta.j,e cducati,^n is imple-- mented effectively as planned. (35)
V/ith the expansion the c-se of oducatior^at ^he elenen-
tary stage,- as projected al^o’^^ to 1 0 , 0 0 0 students wiil ireach the secondary stage hy i ^ ''.‘o .. /t the exigencies of this
enruluuit expansion ac the se-^nd-iv s\3 g'. c.j^,.ut 1 5 middle and 2 0
secondaiy schools are envisa ea t; oe .pgraded to secondary and
sgni^r seconaai-v schO'. v/hich will be ^.rovided with necessary
tea..hing and non-'Xeaching per^’jnal res pectively an:.i v/ith adequate phj. s i c a l infra-stmctura: and otLe_ facj.j Ities*
Due t_. e c o n jn ic ccnsxrain*; uany y >uth are c:v,4 = olled to
engage theipselves in some ur other :-:ind of errplo^ li er eforcj
they cana.,.t attend ii'li o-condary eduoatioo, ouoh v nvjn“ i‘on;ial pi-ogrammes of seooij.daiy oducot.i ^^n ^ suon as ooi respon-
den^-.o and p-:ut~tim ■ courses ;'nd adra.L.'fsion tc'..;,, n so-hool sysboL, w i l l be encc»i;r?-| ed en a!.’,e Idie sy.. c i. to , .^tat o t .o lai ge
to-the oecondary • ’ a^aon r., .u inaii.ly as
a nearis oi their soc.'.al and economic advancement.. At ijres^ait a -•- force of a bo Lit a? 3 such s^outh a:re I’cgistered with the Open Schojl
Pr...j,ramme run by the Central Board of Secondary Bducation. In
order to av^id proliferatiun .f nor-viable, secondary schools and to ensure obligatory enrolment of tue target groups like SC,ST and girls, pr,jvision of a net-work of hostel facilitiesjand
Ashram type residential schools especially gro ps at the second ary st.j.e provisi.> ^f incentives, such as, attendance scholarships for girls, free supply v.f text bojks, stationery and uniform and free boax'-din^^ in hostels ■^iil..y be seriously considered,
Cc^i^ol idation r
AT. top priorixy \7ili be accorded to the j^r./gram...xe of con solidation of tae existing infra-sxructure and physir^.al facili ties dueing the S.^-venth tlan^^ Improvement and appropriate con solidation of the exist-B7 secondary 11 senior s.-condary school s will attempted In a big way. Substa±ional outlays will havi5 to be ^..I’ovided for this purpose.
-2 . 1 5 - k (3S) Qualitative Improvement
The Central ''Tovernmert ■ Is o ' their policy with regard to improvement qualify of sec'nda..y cJuoction win the follov/ing terms s ’Keeping in view the imp^. vtanoe secondary education as a terminal stageI it is necessary to pay special attention to the quality of eduoaiioij/at this st0^. The improvement j.f quali ty of education would cover, a-part fr-^ improzng internal effi“ ciency of the Sjtem and enlianoing the employability of its pro ducts, improving and updating of rhe curriculum a-'id sylJ abus. , p'c^o duction of betterf.^ext books and :• nstruotionnl m-:..!.erj.al an., ore tirg in th(^oung generation an ^.v/areness uf the rviev e'..o’'>-- m'iiit xDerspectives and assoc.l Voed tectinology In fields such as energy conser^^atioi'^ populate.value orien-^.Vi^:.on, while ensui ing at the same ti:n? tha'L ;hey a^e not emotioarJly a^ ' culturally
‘ Ac the. sconda’^y and Scuior l. . .;c:idai. j ools ji the s'cte are affiliated with the n CBSE. the abov(2, objectives are reai^lised by adopting the nationalised secondary curriculum and syllabus and following the national policies enuKiciated by the Central Government from time to tine. “Many of the courses prescribed at the senior secondaiy
(4^2 ) stage lack purpose and relevance and therefore require re- structing ^linking them jjo th e economys nEed for skilled manpov/er and vocational skills'*. In ^^ersucJice of the above national po licy with regard to senior secjndary cours>^s, nev; schemes of stu dies and courses designed by the NCj5RT and CB3E v/ill be prescribt^- edp At presenc almost all the 11 senior secondary schools have prescribd all thefcaditional type of h^kneyed courses like humanities, science and commerce. During tie Seventh Plan these wcho^ls will be allocated only one or a^the most two identified streams. Tiieee^Esasures of rati.-nalisation f provision of inst itution^ wise streamd/cjurses will definitely be a step forwai’d towards impiDJC-ing the quality of secondary educatiofii. (37)
In the science stream it w .l 1 bt^nade obligatory for all boy students to cfi'er both .hematics either as a core or as an elective subjest.
Since the State is dcterm:j r. jd ^'Ing about a meaning^ful qualittive improvemi^nt in the secondary education, it proposes to establish an academic monitoring cell at the SIERT to guide, supervise and monitor thvi progress of the coverage of coursesj to analyse, guide and improve the performance of individual teache.'’ ant^tudenj^ end finally ensur.. bet''^^r results at ...ii:: i;..i.,.;l o^:tu,: ^ naoion. For this purpose the exivting inspecting c-nJ su viso.y machinery will' also be p.cademioally and qu^litai: ly impro’/ ed and strenghthened* The ro' vrval'-ion of secTs in adeojr te n.um'ioer;. will be arran' -ed in Ccj'i. ege oi i .catio"' to qi 'r^li:../ and train needed 'Leachor L'anpo\/er r::Ji_n.iired for the L.i.^^dle and wecondaxy education during ^h*. Seventh An in--:: ^i] t eva';.ua~ t ■ on and self as .^sment mechanism will Lie developed tc e^^sur.^ pe~ riodic instead of terminal evaluation/assesment of pupilsJ aca demic i srfofeance^ 1 o help children of th^ target gr„;ups and to im.prove the.i.r academic quality5 remedial corc.'.ing progr mmes will be incurpo.T'o.ted. Insteac] of emphasising inf„.rmation memorising and retrieval ca^acitios of the students, stre..s v/ill be laid on development of comp.-tences in comp, uhension ^an.d application^
The secondary education is equipped with adequate qu. li- fied teazling personnel buyprofessionally they are untra.aied and unde-rtrainedp The professijfial c.,^mpetence of these teachers, would taer^forEj be ins^rvice teach..r training program , e. During the prevj_oas th-ree/cjiecades the Educfiition Department has done manpo..er planning for othv r departments by liberal award of scholarships for technical, medical an^^ other profesj'ional courses* It v/ill be for th^irst time that the Education Department lay car.jfully estimating the requirement of teacher-man-pov/er during the Seventh Plan, wil!^. plan for integrated higher educati-jn-cum- teacher tr.:iining c .urses to locally produce and iulfil the neeus of teq.cher-man-power requiremont. was .jrobajl'^ one of ' first state to introduce
1C h2 p..'t cGr.:i of n a ’i'i.jnal edu';vT ‘ d: ■ year it w I'xunch -d by the Con cral Gov^. ■i-nrnai,, Since the Sto -e secondax y schoo!J.s cpo affiliate. 1 t) !.:h5 Central Boar'l of ...ndax y Education, it is alroc>;J.y in t:’.ne v/itl' the national policies and programme with
I'-.'-'gard to t-e thrue ^.anguage fjrmulaj introductic>n of SUPW and vocational educ-ationo However. the v/ea'/.nesses of the SUP\v and vooaxional e tioaoi^-a w ill Lc removed wj bn desirc-d emplxaRis and stroughtbeninj^- identified m~naingful corid inconoe genera'“ing
SUPW si/bjects v/ill introduced ra1 innal- ly in L^-concary
F^cho .Is and Ox\;vin.Lon 'd l l ols:. be made fox- raw-mateid an> ' neeeSt;. o:y lab r.,.:tory f ao iliti or, and oquipmonc aiid L'.'jr\\ teachers.
With a view d:^ve.!.op ^iid '^reading habits among soo.^ndary student;:' we'i] Oi'-gar-lsed -'d ?- ondary sclir c-1 lib ari^s >dJ be deve -
• ! • ^r s : ^
Slnco educcrLi^nal institutti.on in the private sec'c...^r show betbor pexdormaijo.- and results v/ith uheir efficient internal system, ai and ?.'nse of . ;mm|tiuOiit .. ^ a proposal tooths Sikkin jiaucp i.:n See let} is under acti ve consider:.dion with a view to i ; r ar^' vdth the public support secondary schools of public school ^'.-anda.d under tli^.management of voluntary orga*- n:. :.ation,
a oi"^3-^e Teaching:
'.'"her most of the secondary scncjols and some senior secon dary sohojl.: are narked in most unsatisfactory buildings and str\i,.^tureo xhe prc or-jal to provide them with well equipped modern
enoo labor._r^, orios seems to an utopian scheme. But, it being a.. -.Sbontial j.npiiU cannot be deferred due to economic constraint
T>: .reforeo fc-r bo ch. experimentation and demontration soience A t. ohin/-,- w.,.1], hav^ to be strenghthened with the provision of la- b. ,-L>:.ry equ i omen'.;. In co.1 lobo^atioa v/ith the NCERT, the 3IERT
_ have 'bo onoui'd supply of science k'iXTs at the primavy and j:ii,bia:'i > co::ius at -'The moderate cost and appropriate physics, ('• a.al bio:LOgy kits will ha\/e to be ^.esignedp developed
■u- \ !Lj r. i. n- b' e SiEilIT ;.aia w ..th the ^.-,erti:-:o c :dlob ..rated wit!
imp^rtav..;, f,..’om ,he (39) and supplied by the SIERT w^th the -xpertise colloborrit'-ed with and imported from the NCERT and .n? U...: ' ^ For qualitative improvement oi science and erthe"ia''''ics teaching pre-service m± as well as inservice training of h>aid mathematics • teachers v;ill be promoted on xt^nsive scale in collaboration with the Regional Colloges of Education and NCERT.
S2- S The sceptionally talented children ^ il l be identified 'ear- A ly and their needs 'will be Fb88ffeiSS^to give/, them opportunities for takin^iup special.LCourses or programmes of sti:MiiiiiS suited to their talent and thus nurture their valuable talent as a state resource,
Vocationalisation of Senior Secondary S'ducation
’*'^‘ocationalisatioii of. senior srcondai. - educafcio is ajm.ed
devel.opin^ cognitive and practical l\V Is lo: ^ up of occupations. It includes general education; practical training in skills and instructioYi in related theory',;'
The programiflfle of voccitional education in the State has been a non-starter since 1975-76 when it v/cts introduced. The concerted efforts made by the Department for its implement^ition during 1975-76 and 1976-77 generated promising expestations but later on ebbmng of int'^rest and c.aimiitment to the programi'ae left it in the doldrums* As a result at present it is almost non-? existent.
To implement the programmw with reviewed vigour and commit ment Sikkim firstly will have to set up a State-Board of Voca tional Education. It will also serve the purposv:; of monitoring the vocational educa'fiovi programme. T(j|(nake exisxing exclusive vocational course^ore attractive, menningful and useful they will be supplemented with necessary educ-ation components so that suitable linkages are estaolished fjr occupational mooility rand career development. (40)
Du] ’ing the Seventh Plan whei yover ifiew facilities f snior secondary level educ,. oi.^n are to be crecxejl, it w.uld be ei}sured that they hc.ve an excZ; . .'e ar jcr.ential component of vocational educa\.ijn.
To realise thidobjective majoi ty of secondary schools proposed to bo upgraded to senior secondary scaools during the
Seventh Plan wi3.1 haV'e tj introduce useful vocatior.al courses at the +2 stage.
With a view to ensui'e thal students at the secondary and senior secondary levels sui'ti^ibly o->^ient-^d about various ciailable vocaxionSj technical cUi-. rrofessional courses of Lhe scnda. y and senior sscondary sus^ges at tn^ SIEBT a vocati^n^il guidance and counselling ur.it will bo establisned.
In the private acr-'~csB of secj..io.:ry t. ..ucation r -i.equate
vol'll be conti;.iued to br ,-rovidc-u tr' -* tb.e v idaticr. j,^proven'ent and development of the three ncn-government secondary
SohaolSj ri^jiiely Acadeipy, usicGirls’ Scnool aad bt., ^vavier*s
School.
Institution wise development and consolidation programi..es' envisaged for these schools are as under i-
The Tashi Namgyal Academy prj or to 1984-85 j v/as a semi government educational institution run on public school limes, But with a view to all:.-w this institution to maintain its distinct identity ?jid promote its qualit..ti/e improvement and development 1 optimally in 1984-35 it v/as handed over to a Board compromising high-level govto officials as an autonomous-educational j.nstitu- tion . It is supported with 1009^ gr.ants providc^d by the State
Department of -t^ducation. The ins±itujh-on is non-profit crgani- satio oriented towar^^s the welfare of children and the State, Irjlieeping with the role projected for this school sfuring the Seventh Plan it is proposed to initiate steps to consolidate and improve the^cilitios for the children and employees of this institc.tion„ ^or realising the auove objectivos the following schemes are envisaced to be implemented during tho Seventh Plan, (^it) For the middle school section the existing unsatisi..story
barrack-type building will be repln 'fd v/ith new modern building.
In keeping with the advancement . ■ e field of educational technology, dist^ont learning techi^lques a’.d cmputer education the School proposes to establish a-n a.idio-Vj lal-cum-computer centre,
Ji^rder to convert this institution ' a residential
additional hostel facilities for 150 boys are required. For this
purpose a new Boys* BosteaikBlLok is proposed to be cnstructed.
To clear the b^klog o^ residential facilities for the ^aisting class IV employees, 8 units of cla.'^s IV staff quarters are pro- posed to be constructed, ProvisioYN of swimming po .1 ano a iV'-il+-: A purpose hall is also envisaged tcjfeatisfy the long fel-' n.ed those facilities.
The sche'^e of consolidp. t-ionri o^^ P.N, ^i'■. o * S'chcv-.i, pio
neer educ ti.>nal institution in the S'.ate ui^.der 11. .3 '■‘onurol ui
Christian mission, includes residential i.:,..l^ties j.;; te.;.ching s- .-ff, construction uf multipurpose auditorium, provision of
gymnasium equipment, geography room, art room, consolidabion of scientw labor, .tories, provi.'^ion jf additional infra-structure
for new discipline^ to be introduced at the +2 st.,ge, provision of fencing and development r^f ne\a» playfieldd •,
The expqnsion of the +2 st.:.^e is proposed with the intro duction of gneral home science, secretarial pr-Lctice, baisc
teacher training as vocatijnal courses and introduction of Hindi,
Geography and mathematics as additional elective subjects.
Under the scheme of special education of Girls' facilitic^s are proposed to provide for the education of mentally retartded and deaf girls. (42)
Necessary grants v#ill be ^^rovid^d for th«3 in'l... .^cluctx.^n of the +2 stage^in the St, Xa/ i r V.'. ' v/ith foscilities for science humanties and comiuerce streams.
The State also en,visages I'-; coi.'s' '.tute a Sikkin Education
Society as a voluntary org.:jaisatioY^ fyrf set ting up of stcjidai-cl educational institution to be run on publkc school linos v/ith secular bias an^L cospopolitdii^a: .outlook,: ( 43 ) Production and Public.:.tion of Lanr^juae Textbooks The production and publiiSqt.; section rf theTtxtbooks tinit of the Education ijepartni';^n'' " . ^ible for production, prepara cion and public:j.tion of Ner;0 j.ij ,J:ia, Lepcha a.^d Limboo languagg textbooks. With nujessa' y adiai''''strativo and academic machinery tnis section is well equippea. During the Seventh Plan what is needed is the technical and supervisory man-rpov/er which can be initially obtained fro ■ the on deputation basis and dervices of such technic. .1 ofiicials ccr± be retained ‘■-.ill such time our ov^ manpower it trained and made available fortaking
©tjer this responsibility. For the ^jrociuctioa and pub^J ca^-i.on of lucal lanj^ugge iext bo ;i-rs ar ,'; outlay of Rs, 35eOo ],a]/hs s .. estimated. For the production of learning pack^.ge pre-school.
Ciii.ldx en and jnstraoti .nal material for p.. c-school teachers an additiv^nal outlay of Rs. '",00 lakhs '”11 he ne.,^^''ed,.
As one accumul^.ted academic expert.", e and .. ..pv_ ience a^ i.'iis section and the infra-structuEa]. f;.cillT:ies available in can be s^censively taken advantage of as a Res^'urce Centre for Pl^ducing learning and instructional materials for the Adult Education and non-formal educ^^'t’ior pro^rr^mmes, this section will be appropriately expanded during the ^evanth Plan, (44) Purchase and sale of text botoks The text book- trade in the ^tatc being nationalised management/of production and pur”:-a'' language text books and jjrocurement, distribution and sale of NCERT and other text books is controlled by S.ate Pe^^artmr^^t of Education. For this prupose necvissary infra-structure and administr^.tive machi nery is already available.
For promoting the national progr:aame of universalisation of elementary education text books to students of primary classes (I-V) are supplied free of cost, ^^or furthering the cause of retention of students at the middle and secondary olass^.^ ext books to students of these clasr.es are supplied at th. 30% bu"''- sidised prices. But child:;^en belonging to scheduled castes and ex-service men studying at the middle and secondary stagis aro supplied text books free ol cost* Duiing tixe St /t^nti Plan girls at the middle and s-.condaxy stages w i l ^ l , . . under ine sjheme of fr^;e supply of text books.
With a view to bring abo^t necessary reform in orimkiry curriculum so as to link it to the local needs and situation text books in almost all primary subjects are proposed to be pro duced IdnaMy* Text bo2)ks for middle classes will also be r^vi- ewed and produced in subjects other than mathematics and science if necessary other wise they v/ili either be adopted of adapted
For the purpose an outlay of Rs. 3.50 crores v/ill be needed. The NCERTifCBSE and other text books for secondary clas;-oes prescribed by the CBSE will be jpui^chased at the cost of 1.25 crores and sold at the 50^ subsidised price. An additional outlay of Rs, 0,25 crort’,•will be needed for facilitating transporation and distri bution of the books, creati .-n of storage facilities at the head- qu<^rters and district levels and pimciiasis^ of two trucks of 50 tonne capacity. Total requirement of outlay of this scheme works out to Rs. 5.00 crores. TEACHER EDUCATION
3 'As c ntinucus teacher: education is vital t ;■ improve the quality anTl means of education* the Tcocher Education Pr .^graimme will be developed in a big way in the Sevehth Plan t . fulfil trained teachers manpower requirements and t . ensure that a force of i^uality teachur^'^is generated during the period.
Priorities Adapted,
Having regard to the overa.M development ;'o, t' .e o i.c . of teacher education f ':llowd.ng priorities are sugqes-'.ed be adopted f r the Seventh Plan,
1 . For consolidation oif in.trootructurc •. nd f oco].itioo already available in the existing Teacher Tni.iing -\iStitute an independent building complex wi ll be f - ^ 'whi jh adequate
1 ind is being acqn.ired in 1984* 85. The existing administrative and teaching machinery will be rurther strengthened^ The TTI will pr5-marily cater to the training needs of inservioo primary teachers. Intake cap-acity will be increased fr m 120 in
1984-85 to ?00 in 1985-8^.
2 . In the P .N .G . Scho-'l a t Gangtok a vccati--^nal e d u c a t io n course in the discipline f teacher educati' n v/ill be introduced at the +2 sta^e. The course will be O'f 2 yv_ars durati on. The scheme aims at pr';ducing 30 to 50 internediate grade lady t e a c h e r s ,
3. Training Schogl for Pre-school Education Teachers.
As a matter -;f strategy the Department proposes t ' atta ch a pr:-school educati' n centre (infant class) t^- every primary secti-^n. A backl'^g of about 800 pre-primary centres is envisa- ged t : be cleared during the Seventh Plan period. F' r this purpose a teacher force of 800 trained pre-sch 1 teachers will be n e e d e d . (46)
To ensure that 800 pre-scl.ool tO'-i.-hers (Schc' 1 Mothers ) are locally available a Training school :ov Pr -school Teacher
Educatijn will be establlshea. It will iu/luct class VIII passed potential candidates' and expose them t : a ;.v/o-year integrated course of general education-cum-teacher training. The scheme will create education and job opportunities f'^r the girl target gro u p ,
o inq School f -r LanquaTe Toachers,
To cater t'' the specialised training needs Of jo.-a.;, lang uage teachers a T r a i n in g 'Jclaool wij.1 be establ-i shed^ I'-, v/j.j.l provide in-service anr! pre-.service teaclier traj.iJ r. f anc. also organise orientation and shjrt-term v.raining ojarscs. Besides, it will provide two-year ’.ncentive and rc-mt'' ial coach,•.no in
.'.c;-al ;ang;-aqes to p'.'ospec _iv . ian g uace te-uhov^d ' .• -Trade their level -f general educatioa and. provide them professional t:.-aining,
5o At present for trained graduate and post graduate teachers the State has to depend upon other neighbouring states. The teachers inducted fr'-'^m other states are not only ;.'f lov; quality but mostly untrained. To ensure that good quality trained graduate and post graduate t:achers are fashi :ned out from the local human resource a three to four year integrated c^,.urse of general education-cum-teacher training v/ill be .started at the
Sikkim Government Coliege.
To produce qualified trained post-graiuate teachcrs, post graduate courses in echc" 1 subjects like English, geography, physics, chemistry^ mathematics will started in the college, from 1986-87, F'-^r the training :,f prospective post graduate teachers, the NCERT will be requested to reserve required number c.f scats for Sikkim candidates in the various I^ogional
C lieges of Education in the country. (47)
S tate_ I n s_ti tlite_ o_f_ B d u c a t ion^
Lhe Stite Institute of Eauca Lion,, the academic v/ing of ^ th e Departm ent of E du catio n ainas at quol i''..:htive improvement of education in the state. It has so far been concentrating on the training and orientation of te^ahhers through short and long term courses/ and other related acaderriic programmes mainly related to the teachers upto elementary level. The SIERT and TTI ;rim?rily function as v/orkshops to monitor^ evaluate and improve the ^jtruc.- ture and mean^i of education in the state^
I-':a ] or Ach. ie vem ent.
The major achieveineiits of the 3IE during the Sixth Plan were related to the tra^.ni-'g of more '-'iian 6 0 untrdluc primary
t'-:>.ioh'4r.s in two cimta-t piograianies ^ devc : oriaeiic c--" .ructi' ' materiaJ..S for class I to V'lII on try-out taa'^ is under the UNICEF
Assisted Froj 0 ct- 2 ,. p ro d u c tio n o f le a r n in g m a t e r ia ls fo r out*-of- schools children in the age-group 9-14, training of science and mathematics teachers of primary and middle stages, and organisa-
i r-.f -f-r'a-i ning of Windi teachers at the Central Institute of
Hindi at Agra,. (
Priorities Ad'^pted
During the-Seventh Plan the SIE will be expanded and developed ^in a big way for allowing it to assume the role of a fu ll- fle d g e d SI'-CxRT/SCERT.
At present the SIE is being run in rented accomrriodation v.'hich is far from satisfactory. Therefore, necessary infras tructural facilities and an independent building complex v/ill bo provid:;d for its optimum expansion and development. For the development of S^lER'l' c'-mp>.x adequate land is being acquired during 1984-85.
Provision and strengthening of necessary transport faci lities ±S'. envisaged. The SIERT will be a-^oropriately strength ened with the desired academic and non-academic staff,
S trategies.
Correspondence-cum-c'-^ntact t r a i n i n g grograirime w i l l be designed £ind introduced for local language teachers j.eading to cef-tificate in teaching^ J-ntSDOduc’cion of incentives training programmes in specific areas like mathematics, scien^.e and Eaglisl is also proposed. The UMICEF -Assisted project meant for trainin'^ of pre-school, t^^achers will be taken full adve:u:age of for train in g about 1 0 0 0 pre-'School l.ecichers.
The SIERT will be expanded to accommodate crucial -r:- a<. ademic areas like Educational. Researrch, Early childhood Educa.- tion, setting up of district centres for improvement of the qua
lity of English language teaching under a Centrally Sponsored
Scheme/ and preparation and production of textbooks other than
la n g u a g e s .
Training of Teaching Personnel and Production of Text books Material.
The SIERT will actively coordinate and collaborate with the utside agencies such as NCERT, Central Institute f ^indi at Gauhati f'r the training pr'.'grammes meant f.r primary teachers and Hindi teachers at primary, middle and sec ndary levels.
Preparati n and pr ducti n f Hindi as sec nd-language textb ks and instructi nal materials will be c.llab' rated with the NCERT and the Central -institute ..f ^Hndi at Agra^ With the technical and financial assistance •'■f the UNICEF instructi nal materials -^n tiry : ut basis will be pr^jduced under the Projects
2 , 3 and 5 , (49)
W ith a vievT t j h e lp th 3 y' - 'T- '' ■State t' make careful ch'rices -'f their future academic^ technical and pr. fesslonal/career/G v'Urses jcorcl.; no " ..eir aptitude., interest
and ec' n:)mic n e c e s s it y , the S ta te pr•■.poses to e s t a b l i s h a
^ocati'^nal and Councelling Bureau in the SISRT,
Open School PrOQraiinrne,
The Open School progra.me pnons-rred and financed by t.r-e
Central Board of Soc'ndary Educati"^n is teina impj.e ne.'Mr.c 'di the
State since 1932-^3,. At p:' ''sent thero : re about 350 rc-c ' -.tc ."'-i"' c a n d id a t e s who are a c s t l y ander qi.? iij.’ie d prima?.?- '^-ac b.-: ..'s
T-^ improve j quality and eff ^ ::tivenesr end inakc •’'t rri ;re
rele'^^'ant and meaninv. f ul ■'.l.r. State pro]: o ■: :)s x: • ad.-ni: ou ': -rtivo
r ::r purpot^e c,dniinistraIv . ap i j ' -.I r - ■;
• f prcgramme will be nartially supplemented ■ y the Sr.ate*. (50)
Educational Technology and Pjstancc Leai'_.
The Educati' nal Technology 'a . 11 o'^imarily used for improving the quality of educQtirn at the primary and secondary level of educati n and for widening the access to educati.n„
Till such time the Radio and Televisi n for Educati'n are made available to scho-^ls the emphasis will be on the use '^f print, taped programme, c"rrespondeiice programme, d.nd development of teaching aids 1 xke charts, slidcs> filmstrips and i.se f educati :nal films, But provisicai of radio and tele/I ion se-^ 3 to schools in a pha.. ed manner will be seriorsly tried fr :m
1/985-86 onwards«
The following prioritieg^ot* the Seventh Plan have been identified for the Educational I’echnology Programme in the State;
(i) Universalisation of elementary educati";n both
formal and noa-formal,
(ii) Improvement of quality of educati n at the primary
and second'^ry levels of Educaticn in the State^
(iii) Teacher training and orientati n of teachers at all
levels of schools,
(iv) Dissemination of general educati-n ab. ut the national
issues like National Integration, Socialism and Secu
larism and Developmental problems such as populati:'n
education and conservation of natural resources. (51)
Target Group;
Based on the prioritie'^ i.is ec! . vf the following
target groups v^ere identified.
(i) Parents and Public at lo.rge,
(ii) Children at the primary and secondary stages,
(iii) Teachers at all levels of school education,
(iv) Educational planners and administrators.
Programmes;
Till such time the Radio and Tele‘/isi )n fac’litios for Educational purposes axe extended t the schools the mai. thrust of the Educational Technology Progranuaes in the State will be on the followinc
(i) Training and or .entati-rs of -ceacV.^rs on va: ’ 'Us
aspects of Bducaf-ioiial Techiio.o %
(ii) Development of material aimed at increasing the
retentivity of students in order to reduce the wast
age at the elementary s*tage,
(iii) Development^ production and distribution of teaching
aids related to school subjects^
( i v ) Development of material on popularising education
among the rural areas*
(v) Producing some sample programme as model for Radio
and if possible^ some programmes for Televisi )n.
(vi) Produce cassettes of songs on National Integration
and population education in 3:ocal language^,
(vii) Extend help to the Adult Education Section, Non-
formal Education Section and the State Institute
of Education as and when requested in areas involv
ing the use of Educational Technology. (52) Organisational Set-up«
The Educational Technology Cell been handicapped on account of non-availability of suitable .ormmodation and n:'.n- availability of suitable and sufficient and competent staff.
The State Government would take advantage of the Central
Government's offer to pay the cost of construction of a building for educational technology cell by immediately providing a suita b l e s i t e .
Immediate steps would be taken to app-'int staff against the technical posts already created in ET Cell and if necessary some of the posts will be filled up by deputation till sut^h bime when local talent becomes available. However^ steps may be simultaneously taken.to train persons for tae these posts.
The Educational Technology ceil would be given functi“'nai autonomy and the Educational Technology ^ell would henceforth be renamed as THE s t a t e i n s t i t u t e o f educational t e c h i ^o l o g y . The posts of Programmer—cum~Bcript writers will be upgraded from
550-1100 to those of 660-1400. At least one Assistant Engineer
and one Technical Assistant will be appointed in the Seventh
Plan to take care of the existing equipment and of the equipmei^.
to be purchased in futtire.
Finance*
Although according to the existing pattern financial
assistance for the progra me of the Educational 'technology Cell will be available till the year 1987-88, necessary funds would
be provided in the state sector mainly for the purpose of
purchase of hardware and preparation of software for their
distribution.
A mobile Audio ^isual Van will be designed and pressed
into service to take the benefits of Educatijnal Techn.logy to
the people in the rural areas.
Special funds will also h e provided in the Seventh Plan
for increasing the listening and viewing facilities in schools
in a phased manner. (53)
SIKKIM BOAFID OF SCHCQ.. EDUCATION.
It is proposed to implement the Sikkim Act No, 19 of 1978, "The Sikkim Board of £rhool Education Act” in the begi nning of the 1983 academic session. To being v/ith the Board will conduct the Sikkim JumiLor Hif^h School and Clao^j Y examia- ations, at p|?esent being conducted .157;.the Dirsctoi ate of E .ue- ation. The Board will also prescribe courses of stad}' a^id '’-.e.-t books* The establishment of the Board envisages cx*eauion of necessary administrative infra-structure and T:r:vision oJT office accommodation and equipme't, for whi h Plan pro^ Isj or has bean made:, (54) University Scaucatl.
Tv/o main fui'xCtio’f%s of n_.p; " - ion asr^ tho persuit ox learning and schola.rship Tor i\-r < r jn ke and the fulf ilm^itit
of the national/s’uate man-pt .\ij -j t F^i realisation of the above two objectiv^.G, provisi.on cf hi^^hor education facilities in the st,..te which was ini-cia.ed to this field obly about a dec ago, is the need of the hour ond this t^sk is prop^osed to be accomplished durixig the Sovenith Plan.
l‘o give direction ''.o t:he ^'date’s higher eri^xcation policy enunciated above, the followi.ng p''^:,orita.es are p'^\ posea tv I'e a d o p t e d « a; The coll^gi cte lev^el e;ducati^n facil.Lities aj x eady crea*- ted in theif’.existing Sikk:'m Go'.''’’er n m e n : Coll.'^ge and Cikkir Lav/
College v/ill be al^quatt.., co.nso].id-. . 1 anc opt ‘.iua‘'l: us^'d, o; Ex^.-.'.3icn cf highej" ea.acc.^i'-i:^' ./ i ^ 3outh
''Nainchi) and the We it (Gyalsh.ing) district;.’ will be carefully I'vjgulatcrd giving i.rioritiu;S for extending adequate oppoi tunities of access to weaker sectijiis like girls, scheduled cashes a^id scheduled tribes, other v;eake:r sep'ments '^f seciety and ^specially first generation learners, c>) Promotion of past graduate education and rdsearch in specific fields v/it]:j/pjrticular orientation to man-pov/er needs, I d) Restructuring of tne Conventional under grc^duate coarses to make them more relevai.t and marningful in terms of State’s development goals, e) Som^f the courses available at the degree level in thw college lack purpose and EEleVcjrice, therefore, they need r..str-
U£?ting and linking them to the State econc.ny’s need for skilled r:ian~power and v o c a t io n a l s k i l l s . f) Widening and enriching --h-, of higher education in the Stato hy j.ncorporating sut- .'t': .. -iplinas so far exclu- d.jd,
g; Introduction of tho propcboJ. i- nisud under-graduate c^'ur-ses having a hl^^nd foundation c.^urse involving 23% of -che curriculum, core Ou^roes involving 30^ of the curriculum limited oiiil> to two oubjeo s and application oiMc-nted courses accounting for tne peet, T^he nev/ dc...ign for under-grcidu_.te coursas v/ill hovo flexlbJ^ subject combination^ h) L.inkiiig o.r unc'er-gradue.'fe education with soh'^-....!. odU'.a*-
"Mon_ so t;-' t tbvj f a o i l i t j zs, kt^now'l edge and oxex'-^ri^.j c at ez ^1-.
• Level are rdso ava:arLable f(./:* upgradation o'^ qualify of le&rr'ing at the level b^'.ow it,
'’^-'i^olment ...rerds and tQ~ 21"^s,
'Une trends in the grov/th of enrolme2\t in colJ egia .e edu- C:-;tijn dur..ng Lhe j.ast 12 yea.'-, are not at ell helpful ' n making estimated predictions in thE growth of enroli;;ent by 1990, the terminal year of the Seventh Plan bc.'cause the past enrolment tr..nls suffe'^ed from the limitations of the lack of collegiate level educational f^ciliti._s and the disappointing result of higher secondary examinatijns. The enrolment in the evening college in 1972 ftaod at 42 and in Jydy 1984 it has hax'dly reached the 173 no Ji, But this dismal rate of enrolment gi'owth n.-^d not diocourave the pe-;oples* expectction because it is pro- gressively estimar';ed that with che vai'ied and extensive expansion
^f higher educaoi in the Staoe, the ^^nrolment growth is sure to escalate and touch the 1000 ma^/k. In September, 1934 the
Ccllege has rt^gisoored aTj. ^dditmonal enrolment of (56)
Unlilre other States of the rc”^ '^ the process of d e v e lO ” pmenl: of higter educa'j'ion in t h e Sta'^e : .ot boggt,-d dov/n with the vast numtor and Mcessive demands, 'in the light of the limi- ted number to Dejserved with the hihger education facilities, it is also not necessary tod obligatory on the part of Sikkim to consider prov.sion of alternative designs of higher education such as distance learning^open ^university programine to supplement the proposed higher education programme.
The consolidation and expansion programme ior riighor education in the State are fuirfcher spelt out in the foilov;in^’ specific terms, a) The SikkJm (-ovemLienc College will be consoliaated v/ith the hostel f.iicilitj.'^s for boys and gii-ls, re.'^^ic'enticil facilitius for academic and non-academj.c personnel, mil t1 nu-^pos'-' auditorium seienc.- block, necedsary Infrasti'nactural facilities including bu Idings f.:r post-graduate, research and documentation centre, introduction of honours and post graduate c .^urses in English,
Geography, Education, Physics Chemistry, Mathematics, Biology, Commerce, Home Science and other relevant disciplines, integrats^d B.Ed. courses having compoixeiits of collegial level education and teacher education to fulfill teacher man~power requiremets, b) Collegiate education will be a^aiaded to the Namchi and
Gyalshing districts,, c) Establishment of orientation and remedial coaching centre for upgrading the academic merit cf the target ^roupallike girls,
Sc/ST and first generation learners and other weaker sections. d) The Sikkim Law College will be consolidated with the adoption of the proposed pattern of 5 yeai degree course. For this purpose the ¥¥ening law college will he converted in xo a d.a3^ollege anc^provided necessary infrastructural facilities. other Strategies Sug/^ested
At the post graduate th-' c '^^hasis will be on selecr tivity in admissijn as well a& restri.ci- ’ on number. Admission capacity will b^dciietermined on the baais of facilities available ^o far as possible admission to all p^*"^t graduates courses will be on the basis of merit.
University teachers will be enc uraged and supported to under go inservice orientation programme to im^prove their pro fessional competence anv|l^uality. Better comiiiunication betv;een tea',.-hing and students community of all levtils will be one u ra g ed students' . Necessary/amenities wiioibe provided, '■'."o ensure that hi.^her eddicatmpm of the target groups ana othoi|'^eaker sections does nox suffer they will be finajicxally supportec\ Supply of s t a t io n e r y will be subsidise^ and book bank facilities v:U-l be extensively provided. Mass#media facilities wil± p’’so be made available to improve the quality of college educaltion. Last but n ut
^ east la.ge scale gam^s and aports ancj^outh welfare f a c i M t i j s will also be provMed and senior division NCC for both boys and girls introduced. (58) SPORTS, PHYSICAL EDUC.\TION AtJD YOUT:' ;JELF.\RE.
The n:itional sports pcii ^ . 5o^r.- oy the Central c-vcrn-
ment has been enumerated in the fclJov'ing specific terms.
"Promotion and development of trad^-^.lop-^.l and modern games and
sports and also goga should be encouraged by providing the
necessary facilities and infrastructure on a large scile and by
incaicating sports consciousness among the mas es so that by the
regular participations in these activities the iJation . m.ade
healthy, fit and strong"*
In persuance of the national sports Polic;^ ixpr- k •'^g in
view the highest priority being provided by tne Ce.rl.'-^ Jor f-ie
promotion* of games and spaces in the country, the G'vt-
has also crcatcd a D jpartmcnt of Spo."ts anc r '^r -i-'imim'r trative
convenionc-e i t has been pl-.C3d under ■'-.he ch~'j.ge o f r t ^ i y
Education, But in the absence of the spec .. lu guic'-l: j o s une
s-'’ope, role and functions of this department have not bucp clear
ly defined.
But it is presumed that the Sports Department will 00
responsible for developing of infrastructure in village'and towns and preseivat-’on of play fields and open spaces in rurrl and n x
urban areas. This department will also be responsibl-, for physical facilities, training of personnel ar:."': spotting and
nurturing talents, promoting games and spores through various agencies such as local bodies, sports bodies, youth clubs and associations and voluntary or<#an:‘.s~itions, the ^tote Level
Associations, the State and the Cei tral Government and Education al institutions.
^ The Department of Sports has been created, but it has neither administrative and technical machinery, nor infrastruc tural facilities nor funds. In 1984-85 the technical m-snpov/er of the Education Department which is exclusively meant for the welfare of school children, have b ,en deemed to h i . o f t h is
'^enartimt n-h on «?h>^rinrf 'ha5?ic;- This will >iavr» (59)
rectified daring the Seventh Plan b_y creating necessary adminis-
trati^^e and technical machinery -- ini. -:tructural facilities
for thic; department and by prov:'c: ng adequate funds under the
Development Plan Programme*
The youth talented in sports will be encouraged and supp
orted to develop their potential in collaboration with the Nation-
ai Institute of Sports, Patiala, Laxmi 3ai Institute of Sports,
Gwalior, etc. The youth who excel in soorts will be provided
incentives and gi-^ren special cousictoration for employmen'c.
Comprehensive programmes for training of coachvis and physical education teachers v^ill bt; implt_mented. Opcimu'". u-J.’’ nation of coaches providec by the .''IIS will be ensured, to improve the
reso u rce availc^.-le v;ith educa-'-.icnal n s t i t u t i c i .s . Sports F e d e r a t io n s and the Sports Counc..ls ana oth'^rs. Cche'Ties oiT s p o ttin g promising talent in different sports discip-ii^es a\, a /oung age w ll bo implemented for nurturing into excellence,
cadre of physical educ-ition and yoga teachers v/ill be created for all stages of school educ:^.tions in the Seventh Plan.
Sports and Physical Education officers will be posted at the
District Education Offices for effective implementation of games, sports, yoga and physical education and youth v/elfare programmes.
The sports section of the Education Department will bo further strengthened to cover all disciplines and activities of sports, games, physical activities and youth v/elfareo
Recognising the importance of a physical education and yoga for the people and for all tne age-groups, generating due consciousness in school children and the ycjth, su'ficient encouragement will be given for taking physical exercises and practicing yoga on scientific lines. (fic) PHYSICAL EDUO^riON.
The Physical EducQtion p cog:.-ia-ix.v-^ o.r ^ at the physical
development and well being of the scnooT cp-Idren through the
schemes of physical training, games ^nr. sp_^'ts, scouting and
guidina, adven-ure tr'ii.^ing, etc.
The proDogation of ph'-^sical education programme in schools
envisages developmont/expaasion of playzields in all types of
schools, provision of play eguipmc^nt, games and sports materials,
conduct on of physical training, organisc'tion of rc^gular g^mes,
matches, sports meet,L,‘rc. at school, school-complex, district
and State lev.. 1, p r o v is io n o f s t a n k a r d p la v ground'^' a.nd g^Tnn'^sium
at a central place in every region, encouraging part.Lcipat:ion of
school students/ceams ir Na-^ionai school gam^s, Subroto Mukherjee
Fo^'tbal.'i Tournament, i'\romen' s soorts fest'-^’a l . women' fo o tb all.,
e t c .
The imp'^rtant roxe an'"! plrjce of yoga in physical ■: lucation
of school children having been sufficiently recognised, it is
being accorded top priority in the school curriculum. Therefore,
to encourage practice of yoga a team of yoga teachers will be
created to popularise it in schools.
So far the Education i^upartment has not provided physical training instructors in middle and secondary schools except seni or secondary, ^uring the Seventh Flan it will be ensured that each middle and secondary school is prov.lded a PTT and at least one primary teacher in each primary school is given inser^rice training/orientation in physical training to assume the role of
PTI, Specially among school children a sense of physical fitness will be aroused through the scheme of National Physical fitness Drive and Test. At the district level posts of ^-^ssistant
Education Officer (Sports) are envisaged to be provided t"^ direct and supervise physical education programmes* (61)
PROMOTION OF giMES & SPORTS OF ' T YOUTH.
For the nov/ly created I-epar-ttmen\ of Sports nGcossary administrative machinary w^ili be cireat --''. It will be primarily responsible for development of sports and games including indigenous games so that the mass-base for improving tht:; well being of non-student rura'* and urban youth is promoted.
Realisation of above OjjjectJi.ve will re^'^'Uire suitable programme for providing physical facilities, training personnel and spottinq and nurturin'^ tal ent. At the re'^'ionai/dis ^rici level, therefore/- the Seventh Plan seeks to provide stadiums, multipurpose gyiana ,j.ums and other necessaxy infrastructural facilities. In the ruiii areas 'youth club-' will be constitut ed or the national guidelines. On colh' -oiativc r'^pportive basis formation of games and sports Associations/ Bodies.-
Federation,3 , etc v.^il be ^:■ncouraged„ The SikVim footbal.'’ ..
Association which has:’ been/ playing a leading role in oromotion of football in the State will be supported and continue receiving liberal grants for the conduction of Governor's Gold Cup Foot ball Tournament which has become a prebtigious annual event in the State's Sports Schedule,
The sports Department will also organise coaching camps for various disciplines at the Reg-'onal Coaching Centre, the
District sports Centres and the Rural Sports Centres. Camps will bo conducted for State's teams participating in the school games ' r in Senior IXational Championships lik;v '‘Santosh Tr'-phy
Football , General camps will also bo conductc for comb '.ned student and n -n-student youth to improve the standard o f gam es. (62)
Yoiatlh Welfare Programme
"The Yoath in the Stite const:i--n,t:e i reservoir of vital human resourcs which is cnaracterised ny idealism and zsal^ active habits, positive attitudes towards sei'vice to others.^ an urge to be self reliant a-nd willing to explos-e newer and even nonconformist approaches societal, problems. Therefore, if their energies, idela~-ism and healttoy aspiration are chamnelised,- the youth could be a po-v/erful instrument of social^ cultural and economic change a-nd they could also ma^ke invaiuab'e contr-"'.* bu+ionn towards de^^T?Jopme.ita 1 tae^.i, projechs a..id D.r. grarTieo
The development, mobij-isat-i-.jr^ organlsatj^'i and utilj.sat.ion of the youth coula be coordT nated 'co prc mote the;: u involvement j.n the bot^erment of the stat^,*'
The youth of Sikkim today are not submissive, shy and
s o.bdued 'TT'ie edc’.c J.tion, nassm.edia (.radio, te''e\ .is ion, f: .'.ms, vidao and casettetes)' have exposed them to outer world, created an altound awareness ana oriented them towards the current social trends. Today they closely examine the world aroy;nd them and react sh’arp)3.y to things t-.har do noc cot.^irm to their idea-ls, aspirations an
Kendras, National. Service Volunteer Scheme, National Cadet Corps,
Scouting and Guiding and ^"^dventure Training some more tangible and creative programme/schemes/projects demanding their direct involik:ement and total dedicarion arx2 planned.
: 2 ; (63)
Towards this -and it io con.siaer-* essential that the students a-^ nd non-student yo-’U-cij both r.-e xp.^tivated to partici pate in social service accivities;, cu3 ■ ui and developmental prograrmiGS and to render necessary assistance in the management of their educational institutions ,
Special programmes will hiave to he designed for non student urban and rural], youth. "international year of the Yoath will be taken up on a priority ba.sis in 1984-85 ana con+-in.aed thereafter,, Concerted effortr w ill ^haiq^a? to be made to troP>'- latfe the above policy into an act.ion plan and irnlem.ent vigorou sly the existing 3 c hemes, i‘he approacn to the development, consolidation and .^mple:' n tation of these S'-’he.Tius spelt out as he^^C' in, unde.-^.
S^QTj^tinq and Ggidinq
In 1968 ^6 9 the S c o u t in g ajnd G u id in g x'^o^eme.it was la u n c hed in Sikkim on a statewise basis and upto 1978-79 it continued expanding and spread to most of ttie middle, secondary and senior secondary level educational instiitutions, During the Sixth Plan the scohting and guiding activity suffered a set-back and staba- lised at a low ebb despite creation of an independent management set up and provision of adequate gra-nts by the Education
Department.
As Scouting and Guiding Movement plays a vital role in character building^ va^lue orientation, developing a sense of social servic.. ~and spirit de corposx and comediere in school children the Seventh Plan seeks to makfe serious efforts to invigorate this movement, by giving renewed impetus to it and convert it into a mass-movementr For reaching the above goal, the following prio^rities and strategics are proposed to be adopted. The movement will be spread to cover majority of the educational institutions.
; 3 ; ^64; ; 3 ;
T-he admins iterative £’et-up of Bharat Scouts and
G u id es^ Sihkrln^m '^nit w i l l bfc .'3tre'v/ith fj&lltime office bearers „ A-!: present only two fifilltime office-bearer are there, its offices v/ill be set up at the district level also with atl- east one f!filltime offi?^-beai^-^r. Supply of subsidised uniform materials will be ensured through coopei'tive societier. One of the major tasks eritrusted to Doy j.couts and girl—'uides wilZ be
EACH Cl^ TEACJi ONE a-nd othc^r creative end developmental artiv.1- tibos w h ich w i l l be a s s ig n e d to them w i l l in c lu d e devel.op nem oi‘ play, fields, -a-pproach roads end contribution oi u iCkilled labour for thes? co.iPtruction of primary school buildings ,
111 thr. li>jht of .-le envisaged exte.. ~fvc ei^.pc-1 sion of the eincx-iL lj.b^'rTi gra-nt^ v-ill dc pr: r: ‘ :d to c . . .lara- r-jouts and Guides State Association,
^fational Gadet Corps
T~he NCC programme v/as l:^unched in the State in 1975-76 with the introduction oi: Junior Div;-ision. At present only 8 higher seco-nda.r^- schoo3.p have been covered by this programme.
In 1934-85 the strength of the organisation stands at ______cadets^ grouped in ______p l a t o o n s ,
•]?h2 Seventh Plan will make sincere efforts to expend NCC to cover a^.l secondary and senior secondary schools. At the instance of the Stator Government for the Sikkim Government
College the Directorate General NCC has approved the raising of one Sen;!or Division Company (Sub Unit) and one Senior Wigg (Grils) N plattton comprising the st'Xinth of 160 boys cadets and 55 girl cadets respectively during 1984-85. But if the approved stren gth of cadets is not available in the college the remaining strength may be augmented by enlisting girl/boy cadetsi froni
Kenior^j secondary schools located in Gangtok. For the Sc?nior
Division Company the authortsed PT staff i.e. one J.C.O, and
vT-{ T1 provided by the rn lio q . (65)
: 4 ;
Adequate funds have alte.-.dy Ibeen ,-provided in 1984-85 and nece ssary outlays will be providted for further expansion of the
V Senior Division, Posibility to raise Air and Navy Wings of the
NCC will be explored. NCC offices may also be set up in the district headquarters, if necesjar_^-.
Educational Tours s
Educatioiiol f i e l d '-:.x:cursions and -!,ours as a p r a c t i c a l excercise are compulsory for "-he sc:,cnce ana r . graprr_, studo 3its o f the + 2 stage. ±^rovislon for this educaLiOD-ix ac-'-.i.vity w i l l t h e r e f o r e dq adequately made. To orient sj. ool chxldien to
S. kkim and to their country amd familiarise them with dif^'erent
States and their people and tlrnus promote natiorml and emox:ional integration of the youth of Silkkim with the youth of other States t h e scheme of educational tourrs is the only v e h ic le , '^ e re fore, programmes of educational tour's within and outside the State v/i will be promoted by expansion!. School children of middle stage will be encouraged to undertak:e tours within the State, but students of secondary and senior secondary levels will be allow ed to undertake tours outside the State, This, scheme may not be cent percent assisted. Insltead funds for tours will be prov4.:.l ided on sharing/mat thing basis. Nomns will be laid down for providing funds, accorcSing to the laid down pattern and not dem ands* (66) Scnolarship and Stl’ocnd programme
The Static Government’s a,-' ."oa<' * ■ -^he scholarEhip and stipend schemes will continucjtj je juid oy the c jnsidera tion that; ; - a) Sikkim, being educa‘fionally oacxward and wkwardly de#fic- cv ient in the |cilities for higher level academic, teclinic^l and professional educdlrion, needs to implunent anc|promote a madsive sCiiOlarship programmG till scuh time theze fcicilities ore created developed within the State and mn rina^icial viability, . b) No brilliant studen dmmpvjlled t,^ give up acad?i''.l.c A or|iccount of poverty, c) Greaoer equ,.lisation{:'f educat.ljral opporujn/.ties is achie ve aooisting pote*-tial talent fuom the rurr.1 a n d \r:iliQr sectijns A ' cind d) Technical, professional and aQa'U:.l<- xactneGiuirea:- ' are adequately met.
Taking of th'-^ scholarsnip schemes already i r opera tion and their wtility to fulfil the man-power Eeeds 6f the
Sta,-.te ■*'?-into consider^txen, the St.^te-feels othat these schcmes will have to further girawn in coverage and at the same time scho- A larship schemes specific?aiy ipeant f..r|ftne economically v/eaker sections like girls, SC/ST and others will h..:Ve t.- be expanded further during the Seventh Plan period,
A new schol.rship schemes for upgrading t h e m e r i t of o C / s¥ and other candidates bel onging to weaker sections f^r
-.Sion to professional coirses will be introduced and iiuplem^nted
till stiiuh time facilities for it jire created v/ithin the s t a t e .
The existing scholarship an^ stipends schemes e n v isa g e d to be centinuod and new schemo-s plarm^d to be launched during the t Seventh Plan with priorities and irategies proposea t^ be ad'op- /Ti ted for the sector e f education are enumer:.ited as under (67) 1, Sciiolarship ^.iiJ Stipentcl Schemes . or Promotion of the Natl., aa L _
PrQp:ramme of Univer.ssalisa-^ ^_cri__>£ E1 ementary Education.
a) Merit-cui^a-means shij- icr Id^ en of primary
(Classas I-V), b) Metit-cu.in--maans saHolarshiD fj' cii^ldran of inidjlo stage
(Clasods IV-VIII),
c) Attendance schola^sship for girl students=of upper primary
and miJile stage, d) Maintenance stipendl s^.heme for supporting and prooo'''ion of Eiinentafy Stag^ Educati.^n ji' Talanted children in educational institution .f pu oLic oCxiOv^il sta'cus cnJ standard inside tae st-'.te.
e) Maintenance stipuiia. x. r ^cVieduled Caste i/Lion> dal-d l.r’i.bes children and other cha.ldren r>ol..:nging t ) ' .vv~ino.^me grou^ compulsory cca> ar j^LuJi^^s :in c. resit ential s<;'jo1 In state.
^ di ■ f .studies xn loy/ijf- y ■ M ^ . cional
Ins'GiuutimiiS.
a) Sainik School-, Goalx^cira, b) M>ti Lai Nehru S 'ho j-i: , R ai,
^ • Sch^/larship and stipend schv^mes f ^r students at Sec aidary nnd
Senior Secondary stagey.
a) Scholarship for studi.es at Secondaiy ana S§nior Sec.ai^ry
stago-s to those c.anda.dat^s Si^jlected on merit basis who s^gn a bond to adopt teaching as a profesaion aft^a'’ completion ,.f school
studies. b) Mexit-cum-means schul.arsnip for studies at secondaxy and senijr secondary stage, c) Attexidance scholarship to girl studrnts f...'r studies at
Sec.aidary and Senior Seaonda.xy stages. d) Maintenance stipend f.^r promotion of Education oi talen-r ted Cx.ildren at the socond.„.ry and senior secondary stages in in stitutions of public scnodi] status and standard inside the State. e) Maintenance stipend f^r Schedu.lcd Caste/Schedule d Tribe children bel'^nging t.. low-lncome grjup f^^r sec-._;ndary an^ senior secondar^^ level stuaias in residen tial schools. (68) Scholarship for proa^tion oj. teacher education at gr:
aiid. ppst g r ad u a te l e 'teGl
Under this scheme pr^cp'^c* J.ve grccduate and jj^st gaduate candidates and inservice teacn^rs n'il] be .'•ponsored and financed for undergjing qualitative teacheir education.
5. Sc^ffitarship sci:ieno f.jr c^-nducting and undertaking resear ch and doing M<,Ed. and D^otoiate in tne field of education,
^• Schol^.rsnip for G'^.-.duatu; anid Post-Graduate I ^ v j I s tu d ie s of local langu'a^^es
7 • S c h o la r s h ip f jr hi>j:her sti d .ls in prof e p ...io n a l C< ech-
5 ic^^l co11g,&:esjothe^' tha:'". ediu c ^tio n ,
Under thi-. scheme . ouolEBsM p v:ill be awarded foi the following pi^ofosbicnal oiid aademio courses, ^.-sidPs, o Lher prof e- ssi. na]. and technical co.irses iden-^_,fied a..aorc Irig t-. the maxiv powei- iieeab v>/ill be iiicorp jr^ -.ted i n th.. .'" I] jv/i...g .""o jrne jf studies.
7. 1. M.B.3.S. 7. 2. B.D.3. 7.3. B.E. fCivil). 7. B.E. ( lectriocil). 7. 5. Homeopathic Stadies^ 7. 6. B.Sc. (Ag). 7. 7. B.V.Sc. (Ah). 7, 6. B.Sc. (^^ology). 9. Diploma in Licentiats Engineering. 7.10. Bachelor of Physical Education, 7.11. B.Sc. (Hons). 7.12. B.Sc. (Hons) BEDo 7.13. M.B.A. 7.14. Houel Mamagement.
The scholarship and stipend values and the means crite ria which were fixed someyyaai?faggo w ill h ve to be revised during the Se\^^nth Plan having irggard to the price escation in f j recent years. (71)
TaCHNIO^L EDUCATION
The Seventh Plan ?'■ "'k& v.o j”i • < j' te serious efforts to
create necessary facilities, foj -^echni'-’al education in the State
in emerging technologies in the Ixght :'f proper assesment of
future man-power requireinents,. The proposed facilities of
technical educati.un v/ill also be utilised for improvenent of quality of school edacat-ion# expansion and development of continuing education, lectrr.ing resource centre for educational technology and d is t a n c e l e a r n iu g . To f i l l in th<-^ idont:-f_i ":q manpower gaps,, facilitios would also b e d ev elo p ed f o r ed'".c.-^t.lon in computer science techr.olotv, n -intenanre en•^ir le. " lig^^ instrument . science . and product d->el^Dmer,t., '^ The e:'is Indus-rial Prainirq u’sr.ltuta at i’.ancpo will bn adopted by the tiducaticn :Depar+' t and e f •*= :>rts v:iJ 1 be m.ade for the consolidation of tne infra-structure ana facilities already created ju tha c - .heir -'ptiraum utilise-c-i.cn is en^ 'red with reference to co-st effectiveness. he:^ Concerted efforts wi.i.1 made for greater participa- A tion frrrn tho centre for creation of facilities for polytechnic education at the distri.ct level, initially a polytechnic is proposed to be estabOiished at the industrial centre of Jorethang in Namchi district. In the Gyalshing district an Institute for Rural Developmen-t may be established for facilitating construc tion of housing facilities for teachers, student hostels, polytechnic education for women, and for the Scheduled G-aste and &cheduled Tribes and other wealcer sections of the society.
For a proper assessment of future manpower require ments and teaining of technical personnel relevant to the need of the plan projects the user departments like. Public Works, Wf^ter Supply, Housing Power, Irrigation, Industry, Electronics, Tourisnn, Agriculture. Commerce, ccmmunication etc<, v/ill be taken r* into confidense. For the; (^velopmen-yof tl:; g ^.it'i ^. .-"tor of education which has a direct bearing on the^^lcotive xiij.\c. ortation of the pl:.n. -\c poiiciGS programmes an^ ^x^atcgies, xhc £-eco..'iiandation of the high powered committee on statistics consti-^utGa by the Ministry of
Education, Government uf India, will be implemented in letter and spirit.
Broad prioritj.es suRR'estv,d to be adopted
2* A built in system of monitoring will be created in all sectors of education,
3. Necessary monitoring units will be att up sp^ciili^y at the school Com plex and district levels.
4, Existing stylistics and monitoring m.-iobinjry available at the State level will be fi.-j'ther ^trenghthneu,. Genei al monitoilng and special mon: r^'ng ./ ± ■'e d. ne e^epar.itely in respect of Wrious schemes. 6. The items that ar^- requirc,d fc? bg monitored wilx b^ clearly i>aentified.
7. Monitoring and e'valuation schedule designs v/ill be A loped and fashioned to suit the sequirements,
8. Progressive report will be differenciated frjm Monit.;ring report.
9. For systematic and scintific monitoring computer tech- A niques and services be made use of,
10. Adequate funds v;ill be provided in Annual Dv^velopment Plan proposals for instituting a monitoring system in respect of various plan programm.=s.
11. One single integrated model including planning, monito ring and statistics f-^r the monitoring system fashioned on the Eantral pattern will be developed by strenghthening the existing machinery, 73
Si-CTCR ~ VIII Direction & A'laiinigtrdtxur
The present organisational structure of the Directorate of Education has developed on an organogram designed in the
Sixties. S:’-nce then the adnijLiiistrativg functions of the Direc torate have expanded manifold due to progressive increase in enroD-inent and number of education^I institutions ar.a ir.troaiic-- tion of various :^ew schemes^
k sectoral reorganizatio-i of the ‘^^J.rertci’^it3 1 3 pr .pu~ sed in the 7 th liar, Th.vs will require introduction of *new blood’ at varj.ous 1 n^els of f Jaiinisi. rative hic-i*archy„
In order to ensui e continuous ^-morvicT.on : nn j.nspeo- tion, the state has been divided into four zones. Four Joint I IrGctorG havG designated as Joint Directors. (Ins. Sup )
.,part froxn all other schools, 34. Jaigji school, 8 Higher Secondr ary Schools and District Es.ucation Offices will also come under their purview. Plan provision has been made to establish Zonal Offices with adequate supporting staff, office equipment and furniture. Independent transport also has been provided fcr to ensure easy mobility of Joint Directors, 74.
The four District. Education Ofilces are not only inade quately staffed, but also lack essential office accommodation, furniture and equipment, resic ential accommodation and storage facilities. The vehicles provided to th^ D.E.Os. in 1;-'76 rxavc become unserviceable which handicaps oheir mobilitv* Plan py'ov • ision has been made to rectify these shortcomings..
The Statistical Cell of x’^ie Dir-ec*t‘02"at^:. c:. I '.ucutic was created in 1976, It is proposed to expand and recrgculz- the Cell as the nerve-centre cf the planning r: ccess, io cn. ■.'.'’i. quic ^ and continuous monitcr^ng o£ stj.tisticai lata f ; r spe^-cly implementation of Plan schemes. Plan prov_.ion has d: -n -.ade f 'r expansion of tae Statistical Cell at the headquarters of the
Hirectorate and at District levca..
NIEPA DC
D02154